CTA 1114 MASS COMMUNICATION COURSE SYLLABUS

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1 CTA 1114 MASS COMMUNICATION COURSE SYLLABUS INSTRUCTOR: Dr. Ray Gamache, Associate Professor of Communication, Room 4409 Tower Hall. Phone: OFFICE HOURS: M-W: 11 a.m.-12:30 p.m.; 1:15-2:30 p.m.; T-TH: 11 a.m.-12:30 p.m.; or by appointment. CLASS SCHEDULE: Fall Semester 2008, M-W-F 9:15-10:20 a.m., Tower Room 4119 REQUIRED TEXTBOOK: Stanley J. Baran, Introduction to Mass Communication: Media Literacy and Culture (Boston: McGraw-Hill), GENERAL EDUCATION REQUIREMENT: Meets Area Distribution Requirement (Pathways) in Category 2 (II): Social Sciences. CATALOGUE DESCRIPTION: Analyzes the relationship between media and society through the interaction of technology, business, audiences, culture and government. Through lecture, discussion, field trips and other in-class activities the course will review the history and theories of mass communication as they relate to specific media. COURSE CONTEXT: Mass communication media play a significant role in the dissemination of information and cultural values. In this text, Baran argues that media, audiences, and culture develop and evolve in concert (2009: xx). The purpose of this course is to provide the student with a cultural perspective on the field of mass communication and its various applications in contemporary society. The course includes an historic as well as contemporary overview and discussion of the mass media s political and cultural economies and technologies and the consequences of the media s role in the creation and maintenance of both our dominant culture and our various bounded cultures. As Baran notes, The cultural orientation asserts that audience members are as much a part of the mass communication process as are the media technologies and industries (2009: xxi). For CTA majors, introductory courses tend to describe the discipline. Whether a CTA major or not, it is worth knowing how the characteristics and affinities of each medium affect the choices a communicator makes in designing a message for one medium contrasted with a different one. When we know, we increase our freedom and independence because we better understand the techniques which are used to affect us as consumers of media messages... much less designers of those messages. COURSE OBJECTIVES: Students will study and document through papers, tests, discussions, and projects an understanding of types of social goals that we try to achieve by means of the mass media. Through class discussion, exams, and projects the student should be able to: 1. Describe the evolution of mass media technologies. 2. Discuss and describe in class discussions how a message is adapted to the characteristics and affinities of various media. 1

2 3. Demonstrate, in class discussions, the roles of individuals, social groups, industry and government in regulating, utilizing and controlling media message content. 4. Discuss, in class, the nature of media messages as political and cultural economies. 5. Describe major theories of mass communication as well as epistemological and pedagogical approaches to the study of mass communication. 6. Describe the role of media as agencies of social change/control. 7. Account for tendencies and conclusions suggested by major "effects" studies through discussion in class. 8. Make media literacy a living enterprise by suggesting ways in which students can put what they have learned into practice. 9. Conduct basic research on a mass communication topic. REQUIREMENTS AND ACTIVITIES: Group discussion of mass communication processes, theories and practices, based on primary and secondary reading assignments. Group and individual projects related to various aspects of mass communication. Analysis and discussion of various contemporary issues related to mass communication. Critique and evaluate assigned readings and other presentations. Complete Living Media Literacy portfolio. Complete and present a research paper on a topic related to mass communication. Attend field trips and attend to classroom and online audio-visual presentations. EVALUTION/ASSIGNMENTS: Through a combination of quizzes (unannounced), three examinations, portfolio assignments/exercises, a research paper, and classroom participation, each student will have the opportunity to provide evidence of achievement in the class. Exams, the research paper and the portfolio assignments will be shown on the class schedule or in separate handouts that will provide more detailed information, due dates and other requirements. Students are encouraged to schedule conferences with the instructor to discuss research paper topics; the instructor must approve each student s research paper topic. The instructor uses a twelve-point scale to evaluate student work. The scale is as follows: A+ A A- B+ B B- C+ C C- D+ D D- F FINAL GRADING: Quizzes: 15% Examinations 45% Research Paper 15% Living Media Literacy Portfolio 25% ACADEMIC HONESTY: This class follows The College of St. Scholastica policy on academic honesty as stated in both the College Catalogue and the Student Handbook. Collaboration in discussion groups during class, study groups outside of class, and in discussing the merits of issues discussed in 2

3 formal presentations is encouraged. Written work (i.e., portfolio assignments, examinations and research paper) handed in for evaluation should be the work of only the student. REQUIREMENTS FOR WRITTEN WORK: All written work must be typed and double-spaced, with the instructor s name, course number and assignment in the upper left corner of the paper. Portfolio assignments and the research paper should conform to MLA style and format. Work submitted after the assigned deadline without the instructor s permission will not be accepted. All submitted work must be the original work of the author and must adhere to the CSS academic honesty policy (see below). Any student found in violation of academic honesty will be subject to the procedures described in the Student Handbook. ATTENDANCE: Students are expected to attend all classes and scheduled conferences. Absence from a class or conference adversely affects participation grade. ACADEMIC HONESTY: This class follows The College of St. Scholastica Policy on academic honesty as stated in both the College Catalog (p. 63) and the Student Handbook. Speeches presented in class and all written work handed in for evaluation must be the work of only the student. Plagiarism and other academic dishonesty, including falsification of data, will result, at a minimum, failure of the assignment or test, and the maximum penalty shall be failure of the course. Additionally, written and spoken assignments, which have been previously prepared, presented, for any reason, should be identified to the instructor for approval. CLASSROOM DECORUM: The College of Saint Scholastica will not tolerate any form of harassment or workplace violence on its campuses or at any CSS-sponsored activity, by or against any student, faculty member, staff member, contacted service provider or visitor. Additionally, modern technological tools allow us to communicate and entertain ourselves in many new ways. How and when we choose to utilize these tools is yet another non-verbal message as to how we appear to others. The choices we make about the use of these tools are not just a personal decision. Although these tools are specifically designed for personal use, the behavior we exhibit while using these tools can and do affect/distract others around us. In this class, no cell phones, I-pods, or other technologies will be allowed while class is in session. Make sure phones are off before the beginning of class. If emergency messages are expected, set the phone to vibrate and let the instructor know of the situation before the beginning of class. STUDENTS WITH DISABILITIES: Students with special needs should notify Heather Angelle, the Coordinator for Students with Disabilities (phone in T-2144), so that accommodations can be arranged. The Disability Resource Center (DRC) will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. It is the student s responsibility to notify the DRC far enough in advance to allow a reasonable amount of time to approve of the provide the accommodation.. Benedictine Liberal Arts Education Connections for Mass Communication College Outcome #3 Social Responsibility As a Catholic and Benedictine institution, the College has a particular obligation to share with students the reasons why it believes in the worth and dignity of all persons, why it places importance on extending hospitality to all, and why it works for peace and justice in a diverse 3

4 world. Equally important is helping students to be better informed citizens, for a democratic society is dependent upon the active participation of all of its people. Selected Social Responsibility College Outcomes Listen to, consider and articulate conflicting perspectives, and value difference as a source for creative change Both respect and honor differences and similarities/commonalities within a multi-cultural nation and world community How the Course Reflects the Social Responsibility Outcome: The study of Mass Communication, by its very nature is a study of Social Responsibility. The roots of our society are integrally tied to the notions of choice, freedom, and access to truthful information. These notions also subsume a responsibility of citizens in our democracy to make informed choices and decisions... to make their voices heard. Time and time again we hear comments about the effect media has on our children and their behavior. We see and hear about how the public is affected by political advertising which attempts to affect how voters indicate their choices at the ballot box. We see the results of advertising in how breakfast cereal is advertised and marketed and sold to children and adults. Media are almost always used as the vehicle to get these messages to the public so they can make informed responsible decisions. We are continuously bombarded by messages whenever and wherever we go. How and why these messages are created, presented, and responded to must imply a certain amount of social responsibility on the part of the message creator and the message receiver. A comparison of American media systems with those of other countries will give the student a better perspective of the broad media environments around the world. Selected Social Responsibility Student Outcomes: 1. Explain how power and privilege contribute to the shaping of cultures' and societies' constructions of ethnicity, race, religion, class, gender and sexuality 3. Listen to, consider and articulate conflicting perspectives, and value difference as a source for creative change 4. Both respect and honor differences and similarities/commonalities within a multi-cultural nation and world community Social Sciences Pathway Description: Social Science is the study of psychological, economic, social, cultural, and/or political thinking and behavior in individuals and societies. Students discover the interconnectedness and relationships among motivation, learning, and development, including the causes and implications of differences and similarities among people. 4

5 Selected Course Indicators for Social Sciences: 1. Address using a broad focus, one or more of the following: psychosocial, economic, social, cultural and/or the political thinking of individuals and societies. 2. Examine the relationships and interconnectedness between motivation, learning, development and change. 3. Explore the causes and implications of differences and similarities among people. 4. Explore alternative theoretical frameworks which have been used to offer meaningful explanations of social phenomena. How This Course Connects to the Social Sciences Pathway: The course centers around the notion that a free and open society depends on free and open flow of information. From the very beginning, the American press and media outlets have brushed up against the government and acted as the Fourth Estate the unofficial fourth branch of government providing a check and balance in the name of the citizens. To better understand the ways in which the media operate, the course starts with a general overview of media in America and then looks more closely at the characteristics, sociology, psychology, economics and history of each main media system. TENTATIVE SCHEDULE OF CLASSES: (The schedule may change at the instructor s discretion.) 3-5 September 2008, Wednesday / Friday Introduction to class; review syllabus; guidelines for Living Media Literacy (LML) portfolio Read: Baran, Chapter 1, pp / Discuss Chapter 1; handouts for LML 8-12 September 2008, Monday / Wednesday / Friday Review Chapter 1; small group discussion on media literacy; preview Chapter 2 / Discuss the mass communication process: Convergence, conglomeration and globalization / Video: Rich Media, Poor Democracy ; Globalization and the Media Read: Baran, Chapter 2, pp. 60; handouts for LML September 2008, Monday / Wednesday / Friday Review Chapter 2; introduce mass communication theories / Discuss Chapter 2 / Videos on mass communication theories Read: Baran, Chapter 13, pp ; handouts for LML 27 September-3 October 2008, Monday / Friday Theory and the research paper; introduce media freedom, regulation and ethics / Discuss Chapter 14 / discussion: Can the media regulate itself? Read: Baran, Chapter 14, pp ; handouts for LML; handout on the research paper 6-10 October 2008, Monday / Wednesday / Friday Review Chapter 14; introduce globalization and media / Discuss Chapter 15 / Video: No Logo 5

6 Read: Baran, Chapter 15, pp ; handouts for LML October 2008, Monday / Wednesday / Friday Review Chapter 15; prepare for Examination I / Examination I / Review Examination I; introduce chapter on books Read: Baran, Chapter 3, pp ; handouts for LML October 2008, Monday / Wednesday / Friday Discuss Chapter 3 / guest speaker (book author) / video: Freedom of Expression ; discussion: e- books and the future of publishing Read: Baran, Chapters 4-5, pp ; handouts for LML October 2008, Monday / Wednesday / Friday Mid-semester break; registration / Discuss Chapter 4 / Discuss Chapter 5 / guest speaker on newspaper publishing Read: Baran, Chapter 11, pp ; handouts for LML 3-7 November 2008, Monday / Wednesday / Friday Discuss 11 / Discuss Chapter 12 / Video: Slim Hopes ; discussion: Thanks for smoking, drinking and buying our products November 2008, Monday / Wednesday / Friday Review Chapters 3-5, / Exam II / Review Exam II Read: Baran, Chapter 6, pp ; LML handouts November 2008, Monday / Wednesday / Friday Discuss Chapter 6 / Audio presentation: Can independent films survive? / Discuss Chapter 7 Video presentation: Reel Bad Arabs: Behind the Screens Read: Baran, Chapter 7, pp ; handouts for LML 24 November 2008, Monday Research paper presentations 1-5 December 2008, Monday / Wednesday / Friday Discuss Chapter 7 / video presentation: Empire of Air / Discuss Chapter 8 Read: Baran, Chapter 8, pp ; handouts for LML 7-12 December 2008, Monday / Wednesday / Friday Discuss Chapter 10 / preparation for in-class debate on Net Neutrality / In-class debate on Net Neutrality Read: Baran, Chapter 10, pp December 2008 Portfolio due and Final Examination 6

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