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GENERAL EDUCATION COURSE REVIEW - SUBMISSION FORM

The purpose of the General Education Committee (GEC) is to provide guidance and direction to the VCAAR to improve the quality and relevance of the University's general education curriculum. The GEC considers proposals for modification of the general education curriculum and reviews each course in the general education program once every four years to determine its acceptability as a general education course. The GEC will review assessment data on the general education program provided by the Assessment Office and make recommendations to the VCAAR.

The GEC is a University Shared Governance Committee composed of members of the faculty with representatives from every college. The “general education program develops a foundation and motivation for the lifelong pursuit of learning in undergraduate students at Arkansas State University by introducing them to a broad range of essential areas of knowledge that will enable them to participate in our democratic nation and in a global society” (Undergraduate Bulletin).

General Education Goal: #4 Social Science

1. Title of Course: Mass Communication in Modern Society - CMAC 1003

(Formerly Journalism/RTV – 1003)

2. Course description as it appears in the Undergraduate Bulletin

Mass Communication in Modern Society: A study of the interaction between society and mass communication through the lens of history, theory, economics, culture, law, and technology.

3. All prerequisites

There are no prerequisites for this course.

4. Course Frequency (e.g. fall, spring, summer)

Fall, Spring

5. General education outcome the Department has chosen to assess for all sections of this course (check only one)

Students will demonstrate the ability to:

Analyze events in terms of the concepts and relational propositions generated by the social science tradition.

6. Core content currently taught across all sections of the course:

Deconstructive Analysis Paper (Seeattached documentation for assignmentdescription).

7. Please detail the staffing for all sections of this course for the previous Fall and Springsemesters.

Instructor delivering 50% or more Terminal Discipline of terminal Department issuing terminal degreeInstructor of record if

Section differentcontent degree degree

1 Dr. LilJieFears Ph.D Journalism Journalism

Dr. Gabriel Tait Ph.D Visual Intercultural Studies2 Anthropology3 Mr. Larz Roberts M.A Journalism Journalism

Ph.D Heritage StudiesHumanities and Social

4 Dr. Mike Bowman Science5

6...

Please attach to this form an assessment report including the following:

• Method or methods used to measure the level of proficiency of all students completingthe course.

• Documentation of how the resulting assessmentdata from two or more successiveyears were used to improve student learning outcomes. (Youmay list "SeeTracdat" ifdocumentation already has been sent to the Office of Assessment- Student LearningOutcomes.)

Please submit a copy of every syllabus from the current semester with facultyidentifiers removed. If a faculty teaches more than one section of the course using thesame syllabus and delivery method, a single syllabus may be submitted.

L7'""~'!=:::""!~lo.<l...--It-.!...l-...J._-=~=~_ Date / / - / 0 - / ~ (if appropriate)

;;.--~_~~~_Date IIJOAtReceivedby GECChair

---:---:-- Date Approved10/30/2012; Revised12/11/2012

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College of Media and Communication

General Education Assessment

Mass Communication in Modern Society

Fall 2014

Mass Communication in Modern Society 1003 was accepted in the General Education Curriculum to promote the goal of helping students to develop “a strong foundation in the social sciences”. This report will detail the assessment efforts of the College of Media in Communication in relation to that course. The Process: Summer 2013: The College of Media and Communication created a new assessment team with the charge of revamping and centralizing assessment efforts. This plan included creating an assessment fellowship position for Dr. Chris Harper. In this position, Dr. Harper was charged with directing all assessment efforts within the college as part of his role as the Assessment Chair. Specific to general education, Dr. Lillie Fears was assigned the task of direct administration and oversight of assessment efforts dealing with Mass Communication and Modern Society 1003. In conjunction with relevant CMAC faculty (Dr. Bowman, Dr. Tait, Dr. Hill), a restructuring of assessment efforts in regard to Mass Communication and Modern Society 1003 began (August 2013). August 2013 An assessment plan for Mass Communication and Modern Society was finalized. This plan included: A. The creation of a standardized assignment across all sections of Mass Communication and Modern Society. This assignment is a Deconstruction Paper that asks students to complete an in depth social scientific analysis of a media based message (television show, newspaper article, movie, etc…). B. The creation of a standardized rubric that would be used to grade the Deconstruction Paper. C. A formalized process was created to assure that all syllabi meet the requirements designated by the General Education Committee. FAll 2013 Data Collection began. The College of Media and Communication taught 3 sections of Mass Communication and Modern Society during this semester.

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Spring 2013 Data collection continued. The College of Media and Communication taught 3 sections of Mass Communication and Modern Society during this semester. Fall 2014 Data analysis and report generation. DATA SAY! What We Found: This data reflects final grade averages (Mean Scores) from Deconstruction Papers collected across all sections of Mass Communication and Modern Society Fall 2013- Spring 2014. Specifically, the data collected for this report was collected across six sections of Mass Communication and Modern Society. These sections produced a total data set of N=163. The course (across sections) is considered satisfactory (criteria designed by the CMAC faculty) if 80% of the students score 70% or above on the Deconstruction Paper. The overall mean score across all sections of this course was 87% across all sections. More importantly, 94% (N=153) of all students (across all sections) scored above the satisfactory level of 70% on this assignment. This clearly exceeds the satisfactory criteria established by CMAC faculty. SO WHAT! Data Based Assessment Improvements: Based on the analysis of the above data, the College of Media and Communication will: 1. Continue ongoing assessment within this course using the common assignment/rubric. 2. Relevant CMAC faculty will meet December 2014 to discuss intercoder reliability as it relates to this assessment instrument/rubric. 3. Relevant CMAC faculty will meet in the Spring of 2015 to review all assessment data. The purpose of this meeting will be to discuss pedagogical and/or curriculum changes that may be deemed necessary to increase the educational experience of future students in this course. Conclusion: The College of Media and Communication is strategic in its attempt to create a culture of assessment. In the past year, we have been involved in major assessment projects including: HLC, ACEMJC, and General Education. We see this specific project as one part of our overall goal to assess student educational outcomes in an attempt to increase the

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effectiveness of our learning environment. In short, we view this specific assessment endeavor as part of a process, not a final destination.

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DECONSTRUCTION PAPER

Media messages contained within television shows, newspapers, movies, advertisements, books, and video games are constructed by people. Media message reflect the values and beliefs of individuals, social groups, organizations, corporations and conglomerates. The ability to analyze and explain the processes of the creation of media messages is important in understanding the effects media has on individual and group behavior. Deconstructing media messages can reveal how the message creator uses words, images, sounds and other media elements to create messages that have meaning for some audiences and ignored by others. Deconstructing media messages can expose concepts and relational propositions used by media makers that reveal intended and unintended hidden meanings contained within the message. Pick out a specific example of mass media that intrigues you. This could include a TV program or series, film, video game, song, or publication. I must approve your choice before you begin writing your paper. Write a 3-5 page deconstruction of your media choice. Include any references using the proper APA style. The paper must be well written, use proper grammar, spelling, and punctuation. The paper must include the following format:

Double space

12 point Times Roman Font

1 inch margins The following grading rubric will be posted in the Course Materials section of Blackboard Learn

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10 – 8 points 7-4 points 3-1 points 0 points

Message What was the “message” contained in your media choice?

Articulates a clear explanation of the message with relevant examples.

Provides explanation of message without examples.

Demonstrates a vague understanding of message.

Does not articulate message explanation clearly.

Audience Who is intended audience of the message? What attracts the audience to the message? What effect did the message have on the audience?

Clearly defines the audience intended for message, why audience is attracted to message, and analyzed effects of message on audience.

Provides basic information of audience but lacks relevant details of audience characteristics.

Provides vague description of audience.

Does not clear define audience.

Message Characteristics Analyze images and/or words were used to create this message?

Provides analysis of message characteristics with clear understanding of how these characteristics are essential to message.

Provides examples of message characteristics with limited understanding of how these characteristics contribute to message.

Provides examples of message characteristics but does not understand how characteristics contribute to message.

Does not provide examples or explanation of message characteristics

Purpose Was the message intended to persuade? Inform? Change opinion? Was it propaganda?

Articulates purpose of the message with relevant examples.

Articulates purpose of message without examples.

Limited understanding of message purpose without examples

Did not demonstrate understanding of message purpose.

Interpretation How race, age, gender, or geographic region influenced the

Articulates how race, age, gender, region influence message

Articulates how race, age, gender, region influence message

Limited understanding of how race, age, gender, region

Does not demonstrate how race, age, gender, region influence message

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interpretation of the message?

interpretation. Provides examples.

interpretation. No examples.

influence message interpretation.

interpretation.

Alternate Media How would the message would be constructed differently had another media been chosen?

Articulates how message would be constructed differently with alternative media choice. Provide relevant examples

Articulates how message would be constructed differently with alternative media choice.

Limited understanding of how message would have been constructed differently with alternate media choice.

Does not demonstrate how message would have been constructed differently with alternate media choice.

Grammar, spelling, punctuation.

Correct throughout entire paper

3-5 mistakes throughout paper

6-10 mistakes throughout paper

More than 10 mistakes.

APA Style

APA format followed throughout the entire paper.

3-5 mistakes with APA style

6-10 mistakes in APA format

Did not use proper APA format

3- 5 pages Within 3-5 page range

Six – Seven Pages

8 – 10 pages Less than 3 pages

Followed format instructions

Double space 12 pt./ Times Roman 1 inch margins

Did not double space 12 pt./Times Roman 1 inch margins

Did not double space Non- 12pt. font 1 inch margins

Did not follow format instructions

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SAMPLE SYLLABI ON FOLLOWING PAGES:

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Mass Communications in Modern Society (CMAC 1003 - Sec. 001) Arkansas State University Fall 2014 CMAC 63252 Meeting Times: MWF / 11-11:50 Classroom: (left blank intentionally) Instructor: (left blank intentionally) Office: (left blank intentionally) Phone: (left blank intentionally) Email: (left blank intentionally) Twitter: (left blank intentionally) Office Hours:

Monday, Wednesday & Friday: 10 a.m. - 10:50 a.m. Tuesday: 3 p.m. - 5 p.m. Thursday: By appointment.

REQUIRED TEXTBOOK—hardcopy or electronic acceptable:

Hanson, Ralph E. (2014). Mass Communication: Living in a Media World. (4th. Ed.). Sage.

Author’s blog: http://ralphehanson.com (for insightful and entertaining examples of cases relevant to this course)

Author’s twitter: http://twitter.com/@ralphehanson (for daily links to media news)

Author’s Tumblr account: http://ralphehanson.tumblr.com (for video clips

Textbook Web site: http://college.cqpress.com/Sites/Default.aspx?alias=college.cqpress.com/sites/masscomm4e

CATALOG DESCRIPTION: CMAC 1003 – Mass Communication in Modern Society: A study of the interaction between society and mass communication through the lens of history, theory, economics, culture, law, and technology.

COURSE OBJECTIVES: This course is intended to prepare students to better deal with the mass media--either as professionals employed in the media or as consumers of the media. Because the media constantly impose themselves on people it is advantageous to know more about them; their functions, responsibilities, purpose and economic structures.

Students who successfully complete CMAC 1003 will:

Demonstrate an awareness and understanding of the communication process, media law, media functions, media government interrelationships, and media technologies,

Demonstrate an awareness of diverse and global perspectives which allow them to analyze and evaluate information for truth, accuracy and fairness,

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Demonstrate an awareness of the importance of media literacy as an outcome of critical, creative, and independent thinking,

Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.

Demonstrate a basic knowledge of mass communication systems and the uses of media.

ASSESSMENT OF STUDENT LEARNING OUTCOMES: Student learning will be assessed through

Deconstruction Paper

Activities and critical-thinking exercises (in class)

Quizzes and Major Unit Exams

Group Assignments

GENERAL EDUCATION CRITERIA ADDRESSED: This course addresses the general education criteria of: Developing a strong foundation in the social sciences. Students should be aware of the diverse systems developed by humans to manage and structure our relationships with one another. Students should prepare for the full range of public and private roles they are expected to fulfill as citizens, decision makers and human beings in a democratic America and in a global society. Students will demonstrate the ability to • Explain the processes and effects of individual and group behavior; • Analyze events in terms of the concepts and relational propositions generated by the social science tradition.

COURSE COVERAGE: This course will emphasize communication processes, media functions, and media-government interrelationships. Newspapers, television, and Internet as individual media will be particularly stressed; magazines, books, radio, records, and the movie industry will be discussed. Focus will be on media economics, structure and future--all in historical and theoretical perspective. Three facets of media will be considered--news and information, entertainment, advertising and public relations. Primary consideration will be given to American media though media in other societies will be discussed when appropriate. Diversity, multiculturalism, ethical concerns and contributions of females and minorities will also be emphasized.

COURSE STRUCTURE AND STUDENT RESPONSIBILITIES: This course will incorporate a variety of instructional methods, including discussion, lectures, cooperative learning, group assignments, and practical exercises. Discussion will be class wide and should not be viewed as a time for individual conversations. Principles of inquiry-based instructions will be used in introducing the course. Additionally, students will be asked to explore their current preconceptions of media to establish a foundation for learning. Students are also encouraged to be aware of their learning styles and seek ways to maximize those strengths. Because of class size and amount of material to be covered, the lecture

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method will sometimes be the most efficient form of communication. STUDENT QUESTIONS and CLASS DISCUSSION are ENCOURAGED and EXPECTED.

Although image can’t replace substance, appearance is essential in communication and

will be important in your assignments. Other than in class exercises, all assignments

MUST BE TYPED, collated, and connected in order to be accepted for a grade. In all

assignments, spelling, punctuation, typographical errors, and grammar will be taken into

account. Guidelines for assignments are generally available on Blackboard.

Exam formats will include multiple choice, short answer, and discussion questions. Class evaluation will be of the following categories: (1) Quizzes and Major Unit Exams (2) In class activities and critical-thinking exercises (3) Group Assignments and (4) Attendance/Participation.

ALL EXAMS will cover lectures, reading assignments, films, etc. ... students are responsible for "everything" covered in the text or lecture/assignments.

** As a general rule Make-Up Exams will not be allowed except in unusual cases. Prior approval is necessary and cases will be handled on a case-by-case individual basis.

GROUP ASSIGNMENTS. Students will be assigned groups. Each group will complete 2-3 group projects during the semester. These projects will enhance the material that is discussed in class and that is covered in the textbook. These groups will also meet with (Instructor’s name deleted) in Google Hangouts at least once during the semester (more details to come).

INSTRUCTIONs FOR activities and CRITICAL-THINKING exercises will be provided on Blackboard, and they will be explained in class. Failure to follow instructions will results in a low grade or non-acceptance of a report. Projects will be assigned in class.

SOCIAL MEDIA ACCOUNTS: Each student should have his/her own accounts in Twitter, Nearpod & Google. (More details to come in class).

DIGITAL DEVICES: Each student should have access a wireless digital device of her/his choice that can connect to the Internet.

LATE ASSIGNMENTS ARE NOT ACCEPTED. No in-class assignment can be made up unless the absence is due to a university-sponsored activity.

ACADEMIC HONESTY:

CMAC 1003 adheres to the academic honesty policy of Arkansas State University, which can be found at: http://studentlife.astate.edu/academicintegrity.htm

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“Arkansas State University enthusiastically promotes academic integrity and professional ethics among all members of the ASU academic community. Violations of this policy are considered as serious misconduct and may result in disciplinary action and severe penalties.”

Because of the importance of intellectual property rights and ethics in mass communications, suspicion of academic honesty in this course may result in dismissal from this course. Enrollment in courses, the college, and the university is voluntary, and students should review the Code of Conduct (available from the Student Services Office).

GRADING:

Attainment of the objectives of the course will be demonstrated by student performance on major unit exams, and both in-class and outside class activities and assignments. Grades will be based approximately on the following:

*Major Point Categories

1. 400 pts. = Unit Exams (4 @ 100 pts. each)

2. 100 pts. = Final Exam (1 @ 100 pts.)

3. 100 pts. = Deconstruction paper

4. 50 pts. = Quizzes (5 @ 10 pts. each)

5. 100 pts. = Group Assignments (2 @ 25 pts. and 1 @ 50 pts.)

a. Internet Trivia = 25

b. Google Hangout = 25

c. Multimedia Project = 50

750 pts. = Total

*Other Categories

6. 75 pts = Attendance (Count begins 2nd week)

a. 37 days @ 2 pts. each plus 1 free pt. (DADT) = 75

7. 25 pts. = Out of Class Individual Assmts. (2 @ 10 pts. each, TBA = 5)

a. VALS II b. Cultural Competency c. TBA

8. 50 pts. = In class Participation

a. 4 Screenings = 20

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b. Weekly In-class activities @ 15 weeks x 2 pts. = 30

150 pts. = Total

Grand Total = 900 pts.

(*Tentative -- Exercises may be varied, which may adjust final point total.)

Grading Scale:

A = 90-100% - 810 - 900 pts.

B = 80-89% - 720 - 809 pts.

C = 70-79% - 630 - 719 pts.

D = 60-69% - 540 – 629 pts.

F = less than 60% (0- 539 pts.)

DISABILITY STATEMENT

Any student in this course who has a disability that may prevent him/her from fully participating in this course should contact the Disability Services (870.972.3964) as soon as possible so we can make the necessary accommodations to facilitate your educational opportunity.

ATTENDANCE:

As per the ASU Attendance Policy in the Undergraduate Bulletin:

"Students should attend every lecture, etc.... Students enrolled in freshman or sophomore level courses numbered 1000 or 2000 may during a semester miss no more than twice the number of lectures, recitations, lab sessions, or other regularly scheduled class activities that would normally be scheduled during a week. Students, who miss more than the maximum number of freshman or sophomore level classes, may be dropped from the class with a grade of F."

ALL CELL PHONE RINGERS SHOULD BE SILENCED BEFORE ENTERING THE CLASSROOM, AND THEY SHOULD REMAIN SILENT DURING CLASS.

Students should make every attempt to pay attention in class. This means that students should not be engaged in activities on electronic devices when lectures and discussions are in session, particularly when an e-device is not required for the discussion and/or learning activity on the class agenda for the day

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Mass Communications in Modern Society CMAC 1003 - Section 001

*Tentative Course Schedule – Fall 2014

Instructor: Dr. Fears August 18 – Sept. 5

Unit I - Introduction to the Media (Chapters 1-3) Week 1 – Aug. 18-22 M: Introduction. Homework/Reading: Ch. 1 W: Reading/Discussion: Ch. 1 F: Reading/Discussion: Ch. 1, con’t. F: Syllabus Quiz – 10 pts. Week 2 - Aug. 25-29 M: Readings/Discussion: Ch. 2. Announce Group Assignments.

W: Readings/Discussion: Ch. 3 W: Group Assmt. #1 – start in class. Finish outside of class. F: Readings/Discussion: Ch. 1-3, conclusion. F: Quiz #1 (online): August 29-Sept. 1

Week 3 – Sept. 1-5

M: No Class. Labor Day Holiday W: Review for Unit I Exam. F: Unit Exam #1: 11:50 a.m., Friday, Sept. 5 – midnight, Sun., Sept. 7

September 8 – October 1

Unit II - Print Media & Media Law (Chapters 4-6 & 13) Week 4 – Sept. 8-12

M: Readings/Discussion: Ch. 4-5 M: Google Hangouts sign-up schedule issued.

Week 5 – Sept. 15-19 Readings/Discussion: Ch. 5-6

Group Assmt. #2: Google Hangout (discuss 7 Truths, MM Proj. ideas) Week 6 – Sept. 22-26 Readings/Discussion: Ch. 6-7

Google Hangouts continue. Week 7 – Sept. 29 – Oct. 3

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Readings/Discussion: Ch. 7 & 13 Quiz #2 Unit Exam #2: Wed., October 1, from 11-11:50 a.m.

October 3 – 24

Unit III – Electronic Media & Global Media (Ch. 7-10 & 15)

Week 8 – Oct. 6 – 10 Readings/Discussion: Ch. 7-8

M: October 6 - Begin deconstruction exercise Wednesday, Oct. 8 - Mid term grades due – Noon

Week 9 – Oct. 13 – 17 M: Group Assmt. #3: MM Project Due!

MWF: Readings/Discussion: Ch. 8-9 Week 10 – Oct. 20 – 24

Readings/Discussion: Ch. 10 & 15 Quiz #3 Unit Exam #3: Friday, October 24-26

October 27 – November 21

Unit IV – Strategic Comm. & Media Ethics (Ch. 11, 12 & 14)

Week 11 – Oct. 27 – 31 Readings/Discussion: Ch. 11-12

Week 12 – Nov. 3 – 7

Friday, November 7 – Deconstruction Paper Due. Week 13 – Nov. 10 – 14

Readings/Discussion: 12 & 14 Quiz #4

Week 14 – Nov. 17 – 21 Unit Exam #4: Wed., November 19, from 11-11:50 a.m. Friday: Final Exam Study Guide Preview

Week 15 – Nov. 24 – 28

No Class – Fall/Thanksgiving Break Week 16 – Dec. 1 - 3 Monday – Last Day.

Review for Final. Return Deconstruction Papers for review.

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Wednesday (Dec. 3) - Final Exam: 12:30-2:30 *All activities, exams, dates are subject to change at the instructor’s discretion. Students will be notified when and if dates/times for major assignments such as exams must be changed.

(Note: Diversity, ethics and multiculturalism will be discussed throughout the course. Diversity and ethics will be discussed as each medium is examined).

DECONSTRUCTION PAPER

Media messages contained within television shows, newspapers, movies, advertisements, books, and video games are constructed by people. Media message reflect the values and beliefs of individuals, social groups, organizations, corporations and conglomerates. The ability to analyze and explain the processes of the creation of media messages is important in understanding the effects media has on individual and group behavior. Deconstructing media messages can reveal how the message creator uses words, images, sounds and other media elements to create messages that have meaning for some audiences and ignored by others. Deconstructing media messages can expose concepts and relational propositions used by media makers that reveal intended and unintended hidden meanings contained within the message. Pick out a specific example of mass media that intrigues you. This could include a TV program or series, film, video game, song, or publication. I must approve your choice before you begin writing your paper. Write a 3-5 page deconstruction of your media choice. Include any references using the proper APA style. The paper must be well written, use proper grammar, spelling, and punctuation. The paper must include the following format:

Double space

12 point Times Roman Font

1 inch margins

The following grading rubric will be posted in the Course Materials section of Blackboard Learn

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10 – 8 points 7-4 points 3-1 points 0 points

Message What was the “message” contained in your media choice?

Articulates a clear explanation of the message with relevant examples.

Provides explanation of message without examples.

Demonstrates a vague understanding of message.

Does not articulate message explanation clearly.

Audience Who is intended audience of the message? What attracts the audience to the message? What effect did the message have on the audience?

Clearly defines the audience intended for message, why audience is attracted to message, and analyzed effects of message on audience.

Provides basic information of audience but lacks relevant details of audience characteristics.

Provides vague description of audience.

Does not clear define audience.

Message Characteristics Analyze images and/or words were used to create this message?

Provides analysis of message characteristics with clear understanding of how these characteristics are essential to message.

Provides examples of message characteristics with limited understanding of how these characteristics contribute to message.

Provides examples of message characteristics but does not understand how characteristics contribute to message.

Does not provide examples or explanation of message characteristics

Purpose Was the message intended to persuade? Inform? Change opinion? Was it propaganda?

Articulates purpose of the message with relevant examples.

Articulates purpose of message without examples.

Limited understanding of message purpose without examples

Did not demonstrate understanding of message purpose.

Interpretation How race, age, gender, or geographic region influenced the interpretation of the message?

Articulates how race, age, gender, region influence message interpretation. Provides examples.

Articulates how race, age, gender, region influence message interpretation. No examples.

Limited understanding of how race, age, gender, region influence message interpretation.

Does not demonstrate how race, age, gender, region influence message interpretation.

Alternate Media How would the

Articulates how message would

Articulates how message would

Limited understanding

Does not demonstrate how

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message would be constructed differently had another media been chosen?

be constructed differently with alternative media choice. Provide relevant examples

be constructed differently with alternative media choice.

of how message would have been constructed differently with alternate media choice.

message would have been constructed differently with alternate media choice.

Grammar, spelling, punctuation.

Correct throughout entire paper

3-5 mistakes throughout paper

6-10 mistakes throughout paper

More than 10 mistakes.

APA Style

APA format followed throughout the entire paper.

3-5 mistakes with APA style

6-10 mistakes in APA format

Did not use proper APA format

3- 5 pages Within 3-5 page range

Six – Seven Pages

8 – 10 pages Less than 3 pages

Followed format instructions

Double space 12 pt./ Times Roman 1 inch margins

Did not double space 12 pt./Times Roman 1 inch margins

Did not double space Non- 12pt. font 1 inch margins

Did not follow format instructions

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CMAC 1003-002

Mass Communications in Modern Society

Arkansas State University

Fall 2014

CRN 63253 TTH 9:30 am-10:45am

Wilson Hall 211

Professor: (left blank intentionally)

Office: (left blank intentionally) Office (left blank intentionally) Email: (left blank intentionally) Office Hours: MW Noon – 2:00 PM

TTH 8:30 AM – 9:30 AM

Friday – 10:00 AM – 11:00 AM

REQUIRED TEXTBOOK—hardcopy or electronic acceptable

Hanson, Ralph E. (2014). Mass Communication: Living in a Media World. (4th. Ed.). Sage.

Author’s blog: http://ralphehanson.com (for insightful and entertaining examples of cases relevant to this course)

Author’s twitter: http://twitter.com/@ralphehanson (for daily links to media news)

Author’s Tumblr account: http://ralphehanson.tumblr.com (for video clips

Textbook Website: http://college.cqpress.com/Sites/Default.aspx?alias=college.cqpress.com/sites/masscomm4e Course Tools: TBA

Catalog Description: (CMAC 1003-002)--Mass Communication in Modern Society: A study of the interaction between society and mass communication through the lens of history, theory, economics, culture, law, and technology.

COURSE OBJECTIVES: This course is intended to prepare students to better deal with the mass media--either as professionals employed in the media or as consumers of the media. Because the media constantly impose themselves on people it is advantageous to know more about them; their functions, responsibilities, purpose and economic structures. COURSE OUTCOMES: Students who successfully complete CMAC 1003-002 will:

Demonstrate an awareness and understanding of the communication process, the First Amendment, media law, media functions, media government interrelationships, and media technologies,

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Demonstrate an awareness of diverse and global perspectives which allow them to analyze and evaluate information for truth, accuracy and fairness,

Demonstrate an awareness of the importance of media literacy as an outcome of critical, creative, and independent thinking,

Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.

Demonstrate a basic knowledge of mass communication systems and the uses of media.

GENERAL EDUCATION CRITERIA ADDRESSED: Students should be aware of the diverse systems developed by humans to manage and structure our relationships with one another. Students should prepare for the full range of public and private roles they are expected to fulfill as citizens, decision- makers and human beings in a democratic America and in a global society. Students will demonstrate the ability to: Explain the processes and effects of individual and group behavior;

Analyze events in terms of the concepts and relational propositions generated by the social science

tradition.

SEMESTER GRADE BREAKDOWN

Grading: Each test and assignment listed below is worth the maximum amount of points listed toward the final grade point total. 4 Exams 4 exams -100 points each Syllabus Exam 100 points Blackboard Online Quizzes/Exercises 25 points each (10 quizzes) In-class exercises 10 points each (5 exercises) Deconstruction Rough Draft 20 points Deconstruction Paper 100 points Assignments 25 points each (Deconstruction Proposal/Media Diary) Participation/Attendance 1 points per absence

Final grade evaluation: A- 90 – 100 B- 80 – 89 C- 70 – 79 D- 60- 69 F- Below 60 I round up grades from .5 and above and round down grades below .5. For example, if you have a 89.5, you will receive an “A” in this class. If you have a 89.4, you will receive a “B” in this class.

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EXAMS

There will be FOUR exams required in CMAC 1003-002. Each exam will cover content from

classroom lectures, discussions, semester assignments and readings from your course text.

There will be ONE exam covering the requirements for this course contained in the syllabus.

DECONSTRUCTION PAPER

All media messages – TV shows, newspapers, movies, ads, etc. – are made or constructed by people. An important media literacy skill is deconstruction – closely examining and “taking apart” media messages to understand how they work. Deconstructing a media message can help us understand who created the message, and who is intended to receive it. It can reveal how the media maker used words, images, sounds, design, and other elements to create a message. It can expose the point of view of media makers, their values, and their biases. It can also uncover hidden meanings – intended or unintended. Choose a specific example of mass media that intrigues you. This could include a TV program/series, film, video game, song, or book. I must approve your choice before you begin writing your paper. Once you have chosen your media choice, you cannot change the topic without approval! Write a 3-5 page deconstruction of your media choice. Include any references using the proper APA style. The paper must be well written, using proper grammar, spelling, and punctuation. Full instructions will be distributed in class. DECONSTRUCTION ROUGH DRAFT You will submit a rough draft of your deconstruction paper prior to the submission of your final version of your deconstruction paper. I will review and submit comments on how you can improve your final paper. My review of your rough draft is to provide you with an opportunity to improve your paper. Your revisions based on my comments do not guarantee you will receive an “A” on your final paper.

BLACKBOARD QUIZZES/EXERCISES/TESTS

Throughout the semester, I will post videos over material related to materials covered in class.

There will be an online quiz or exercise associated with each video. Instructions for these quizzes

and exercises will be provided on Blackboard. All quizzes and exercises should be submitted in

Blackboard by the assigned due date. There will be no credit given for Blackboard quizzes

beyond the due time/date.

ASSIGNMENTS

Creating media content is no longer restricted to giant media organizations. New technologies

provide anyone the opportunity to become citizen journalists, filmmakers, express opinions, and

document life for mass audiences to consume. This course may require you to use IPADs,

Instagram, Apps, and other technology to create content that gives you an opportunity to

document events and share your observations on the world around you. Additionally, you will be

given assignments that will require you to provide insights and observations of the 21st century

media environment.

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IN-CLASS EXERCISES

Our study of mass communication will extend beyond lectures into in-class activities that require

you to examine how media impacts our lives on a daily basis. Each week, students will evaluate

and critique media and share your observations.

ATTENDENCE/PARTICIPATION

Your participation and contributions in this class are very important toward achieving and clear

understanding of mass communications. In order to participate, you must attend class lectures,

complete in-class exercises and Blackboard quizzes and assignments. See course policies for

attendance rules.

COURSE POLICIES

1) Attendance and participation are vital to the success of this class. Attendance will be taken regularly. In instances of emergency, each student is responsible for any missed material. Course policy permits SIX absences for a course meeting three times weekly, FOUR absences meeting twice weekly. HOWEVER, missed assignments or quizzes cannot be made up. Choose your absences with care. Be prompt and punctual and avoid being tardy. Anyone who is not in class after roll call will be considered absent. One point will be deducted from your participation/attendance grade for each absence. THESE POINTS ADD UP AND CAN BE THE DIFFERENCE BETWEEN A HIGHER GRADE AND LOWER GRADE. Excused absences include serious illness, recent serious injury, immediate family emergency (read: death or deathly illness/injury), and participation in university-related and sanctioned events (all subject to official verification such as doctor’s excuse, instructor’s note). Absences due to alarm clocks not going off, arrests, appointments, and jobs are NOT examples of valid excused absences. Whenever there’s doubt, talk to me.

2) Technology use is limited to classroom activities only. Do not use your technology for non-classroom activities. When using media tools in class, do not use tools that will disrupt or interfere with the learning process!

3) As in professional broadcasting, a missed deadline will have consequences. Assignments,

deconstruction paper, and deconstruction rough draft turned in after the date/time due date will be reduced by 10 percent for each day past the assigned due date/time. There will be no credit given for missed in-class assignments. There is no make-up work for missed in-class assignments.

4) Please do not ask for extensions unless you have a documented, important reason (i.e.

serious illness, family death, etc.). Also, NOTIFICATION SHOULD COME BEFORE CLASS TIME. Please contact me prior to class with an explanation, not after the fact.

5) All written assignments should be typed and proofread. They should appear neat and

professional. Any assignment not typed (unless approved by the instructor) will not be accepted.

6) All typed assignments should be written in a Word document. No other format will be

accepted.

7) Unless directed otherwise, all assignments should be submitted through Blackboard Learn. Do not email me your assignments!

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8) It is your responsibility to check your grade progress regularly throughout the semester. I

usually post grades within one week of the test, quiz, assignment, and exercise due date. If there is an issue, address it immediately. Do not wait until the end of the semester to check your grades!

9) Blackboard Learn provides accurate records of your participation in Blackboard Learn

activities, assignment submissions, and more. I will rely on the records of Blackboard Learn if there is a dispute regarding late assignments or participation in Blackboard Learn activities.

10) You will not be allowed to make-up exams without a documented, important reason (i.e.

serious illness, family death, etc.). Also, NOTIFICATION THAT YOU WILL NOT BE AVAILABLE FOR AN EXAM DUE TO A VALID EXCUSED ABSENCE SHOULD COME AT LEAST 24 HOURS BEFORE THE DATE/TIME OF THE EXAM. Please contact me prior to class with an explanation, not after the fact.

11) EXAMS and IN-CLASS ASSIGNMENTS ARE NOT DROP-INS! You need to be present when

the test or in-class assignment is scheduled to begin and given. 12) NO EXTRA CREDIT! You are responsible for maintaining your grade throughout the

semester. You are also responsible for keeping up with your grades throughout the semester. Don’t ask for extra credit opportunities. None will be given.

FINAL EXAM POLICY

Students must sit for final exam at specified time. Exceptions are death or serious illness of a

member of the student’s immediate family, or illness of the student as documented by a medical

professional.

POLICY ON STUDENTS WITH DISABILITIES

Students with documented disabilities who need academic accommodations should contact the Office of Disability Services (972-3964) to begin the accommodation process. They also are encouraged to make an appointment with the instructor as soon as possible. Students without documented disabilities who feel they may have difficulty with this course are also encouraged to make an appointment with the instructor to discuss what steps need to be taken to be successful.

STATEMENT ON ACADEMIC INTEGRITY

The definition of plagiarism includes:

to steal and pass off (the ideas or words of another) as one's own

to use (another's production) without crediting the source

to commit literary theft to present as new and original an idea or product derived from an existing source.

As an institution of higher education, Arkansas State University seeks to maintain the highest standards of academic integrity. Violations of these standards will result in substantial penalties.

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Any instance of cheating or plagiarism will result in a zero for the assignment and a report submitted to the academic dean. Further infractions will result in failure of the course. NOTE: As Professor, I reserve the right to make any alterations in this course and in the course requirements that are necessary over the duration of this semester. Course content and calendar: Week 1 Introduction, pre-assessment, syllabus Aug. 19/21 Tour ASU-TV, KASU

Exam 1 – Syllabus – DUE August 28 before 9:30 am Week 2 Chapter 1 – Living in a Media World Aug. 26/28 Cultivation Theory Discussion Blackboard /Online quiz #1- Due Thursday Sept. 4 before 9:30 am

Assignment 1- Media Diary (Due September 11) Week 3 Chapter 2 – Mass Communications Effects: How Society & Media Sept. 2/4 Interact In-Class Exercise #1 - Deconstruct Print Ad Blackboard /Online quiz #2 – Due Thursday Sept. 11 before 9:30 am. Assignment # 2 -Deconstruction Paper Proposal (Due September 18) Week 4 Chapter 3 – The Media Business/Review for Exam 2 Sept. 9/11 Exam 2 – Chapters 1, 2, 3 Blackboard /Online Quiz #3- Due Thursday Sept. 18 before 9:30 am Week 5 Chapter 11 – Advertising: Selling a Message Sept. 16/18 In-Class Exercise #2 – Deconstruct Video Ad Blackboard Lecture/Online quiz #4 Week 6 Chapter 12 – Public Relations: Interactions, Relationships, and the News Sept. 23/25 In Class exercises #3– Deconstruct Film Blackboard Lecture/Online quiz#5- Due Oct. 2 before 9:30 am Week 7 Chapter 10 - The Internet: Mass Communication Gets Persona/Exam 3

Review Sept. 30/Oct. 2 Midterms – Exam #3 (Chapters 10, 11, 12)

Blackboard /Online quiz #6 – Due Oct. 9 before 9:30 am Week 8 Chapter 4 – Books: The Birth of Mass Media Oct. 7/9 Chapter 5 – Magazines: The Power of Words and Images In Class Exercise # 4 – Deconstruct Music Blackboard /Online quiz#7- Due Oct. 16 before 9:30 am Week 9 Chapter 6– Newspaper and News: Reflections of a Democratic Society

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Oct. 14/16 In Class Exercise # 5– Deconstruct Photographs Blackboard /Online quiz #8- Due Oct. 23 before 9:30 am Deconstruction Rough Draft Due October 17 Week 10 Chapter 7 – Audio: Music and Talk Across Media/Exam 4 Review Oct. 21/23 Exam 4 – Chapters 4, 5, 6 Blackboard /Online quiz #9 – Due Oct. 30 before 9:30 am Week 11 Chapter 8 –Mass Producing Entertainment Oct. 28/30 Watch Digital Nation

Blackboard /Online quiz #10 – Due Nov. 6 before 9:30 am Week 12 Chapter 9 – Television: Broadcast and Beyond Nov. 4/6 Week 13 Chapter 13- Media Law: Free Speech and Fairness Nov. 11/13 Final Deconstruction Paper Due November 14 Week 14 Chapter 14 – Media Ethics: Truthfulness, Fairness, & Standards Nov. 18/20 Decency

Chapter 15-Global Media: Communication Around the World. Nov. 25/27 Fall Break Dec 2 Study Day Final exam – December 9, 2014 8:00 am – 10:00 am