CO101 Syllabus FALL 2018 Final PDF

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CO 101 The World of Communication: The Human Storyteller FALL 2018 Instructional Team Course Director: Dustin Supa Office: Rm. 110C @ 640 Commonwealth Ave. Hrs: open door and by appointment. [email protected] Email: Note: You can also make an appointment with Dr. Supa by emailing Jennifer Underhill, at [email protected] Mass Comm Instructor: Office: Hrs: Email:

Arunima Krishna 301A @ 704 Commonwealth Ave. T/R: 2-3:30 PM and by appointment [email protected]

Journalism Instructor: Office: Hrs: Email:

Noelle Graves Rm. 307C @ 704 Commonwealth Ave. T/W: 3:00-5:00 PM, and by appointment [email protected]

Film/TV Instructor: Office: Hrs: Email:

Lindsey Decker Rm. 407C @ 704 Commonwealth Ave. M 2:00-5:00 PM, Th 2:00-3:00 PM, and by appointment [email protected]

Teaching Assistant: Office: Hrs: Email:

Lee Hair Rm. 302C @ 704 Commonwealth Ave. W: 2:00-6:00 PM [email protected]

Texts:

The World of Communication: The Human Storyteller ISBN: 978-1-319-23352-5 This book is only available in the BU Bookstore, and is the required text for the lecture portion of the course. Previous editions of the book are likely available, but the content for this ISBN is completely new, and previous editions will not be helpful. Outside readings, as assigned, will be posted on the course Blackboard site, or you will be directed as to how to locate them.

Course Setup CO 101 is a unique learning experience, in that its goal is to provide you with an introduction to communication as both an academic discipline and a practical field, through the lens of the departmental offerings within the Boston University College of Communication. As such, the class will include instructors from each of the departments who will introduce you, through a series of lectures, discussions and exercises to a variety of disciplines, all of which fall under the overarching umbrella of communication. Each instructor will cover approximately one-third of the course. Though each section is unique, it is the main goal of the course to show students the inter-relatedness of communication – and the idea that the field of communication allows each of us to become a storyteller. You will have three course meetings each week. On Tuesdays and Thursdays we will meet as a large group to experience presentations, listen to lectures, and participate in large group activities. These meetings will be followed by a discussion section meeting on Fridays, where you will, in concert with a discussion facilitator, put the ideas and principles you have learned from the week into practice, oftentimes culminating in learning artifact. Goals, Learning Outcomes & Assessments Because CO 101 is a unique learning experience, there are multiple learning outcomes and means of assessment. The following represents the overall goals

for the course, learning outcomes by section, and the associated assessment of those outcomes. Course Goals Students will gain a broad knowledge of the field of communication as a scholarly discipline and the professional fields that utilize communication in their daily activities. Students will learn about the blended media economy and gain knowledge that allows them to think critically about the future of professional communication. Students will engage the concept of “media literacy,” to reflect on both their personal involvement with media, as well as how groups within highly interconnected societies interact via mediated platforms. Mass Communication, Advertising & Public Relations Learning Outcomes ● Analyze the rapid evolution of communication in the digital age (Assignment 1) ● Examine how media effects and processes operate in the changing media landscape (Quiz 1, 2, 3, 4; Assignment 1, 2, 3, Project 1) ● Explain the role of advertising and public relations in modern society (Quiz 2, 3; Assignment 2, 3, Project 1) ● Create and evaluate strategic communication (Assignment 2, Project 1) Journalism Learning Outcomes ● Identify key figures, trends and practices in journalism and understand their origins and impacts on the industry and society. (Quiz 5; Assignment 4) ● Explain what constitutes news and demonstrate an understanding of how to scope coverage and to identify sources of information. (Quiz 6, Assignment 5)

● Demonstrate an ability to collect and evaluate information from primary sources, including documents and live interviews, and an adherence to accurate, thorough and fair reporting. (Quiz 7, Assignment 6) ● Create and evaluate newswriting, considering clarity, brevity and style, and applying journalism’s code of ethics and relevant laws. (Quiz 8, Project 2) Film/TV Learning Outcomes ● Identify what constitutes a “transmedia franchise,” as well as discuss its related contexts of production and reception. (Quiz 9, Assignment 7, Project 3) ● Understand the role of various careers in the television industry, as well as the economic contexts around television media, including changes in technology and distribution. (Quizzes 10, 11, and 12; Assignment 8; Project 3) ● Understand how films and television shows, as cultural texts, provide creative opportunities for producers and consumers to engage with contemporary cultural concerns and events. (Quizzes 9 and 10, Assignment 7, Project 3) ● Demonstrate a basic understanding of the core elements of film and television production, as well as the stages of production. (Quiz 12, Assignment 9)

HUB Learning Outcomes -- Communication: Digital/Multimedia Expression ● Students will be able to craft and deliver responsible, considered, and well-structured arguments using media and modes of expression appropriate to the situation. (multiple assignments and all projects) ● Students will be able to demonstrate an understanding of the capabilities of various communication technologies and be able to use these technologies ethically and effectively. (Project 3)

● Students will be able to demonstrate an understanding of the fundamentals of visual communication, such as principles governing design, time-based and interactive media, and the audio-visual representation of qualitative and quantitative data. (Assignment 9) HUB Learning Outcomes -- Scientific and Social Inquiry I ● Students will identify and apply major concepts used in the social sciences to explain individual and collective human behavior including, for example, the workings of social groups, institutions, networks, and the role of the individual in them. (multiple assignments and projects) Course Policies Attendance & Participation The study of communication demands strict discipline, as does your education in your field of choice. You are expected to attend each class meeting (both lecture and discussion sections), for the entire session, just as you would be expected to attend a job every day. If you choose to not attend class, you are responsible for the material covered that day. Do not expect to receive instruction from anyone on the instructional team. There is no such thing as an “excused” absence. You either choose to be present or not present. Simply showing up and not engaging with the course material, the instructors or your fellow students is doing yourself a great disservice. You are encouraged to have meaningful engagement with the course and its associated content and people. While a small portion of your overall grade, the instructional team strongly believes that you will get out of this course only what you put into it. Late Work There is no such thing as “late” work. It is either done at the appointed time, or it is not. All assignments will have a specified due date and time. Assignments may either require a hard copy or electronic copy, this will be specified when the when assigned. A specific time due for electronic submission will accompany the assignment. Assignments that fail to meet the assigned deadline will not be accepted, and you will receive no credit for the given assignment. Work turned in

early is accepted without penalty, however, you may only submit your assignment once. All module final projects must be turned in (hard copy). Project due dates are indicated when the project is assigned, and in order to be considered “on time” projects must be turned in within the first five minutes of the class meeting. The absolute deadline is 5 pm on the due date, but there will be a 15 point deduction from your final project grade for any module final project not turned in within the first 5 minutes of the class start time. Academic Code of Conduct Be sure to read and comply with Boston University’s Universal Academic Conduct code for undergraduate students. It is available at www.bu.edu/academics. The academic code of conduct can also be found in your course textbook. Recording of Classes Please note that classroom proceedings for this course might be recorded for purposes including, but not limited to, student illness, religious holidays, disability accommodations, or student course review. Note also that recording devices are prohibited in the classroom except with the instructor’s permission . Questions and Concerns Because of the number of people enrolled in the course, it is likely that throughout the semester, there will be scheduling conflicts, personal issues, grade issues, and other very normal concerns that arise in classes. As a general rule, your first point of contact will be your discussion section facilitator. If, for some reason, you cannot reach or don’t feel comfortable reaching out to your discussion section facilitator, then you should get in contact with teaching assistant Lee Hair. If this is not an appropriate person, then you should reach out directly to the lead instructor for the particular section you are having an issue with. Your discussion facilitator or Lee Hair will also indicate to you if you should reach out directly to your section instructor or to the course director. Teaching Assistants/ Discussion Facilitators-Instructors Ensuring the smooth running of this course would be nearly impossible without the assistance of the teaching assistant and discussion facilitators. All discussion

facilitators are empowered to make decisions regarding initial grading, assessment of participation, assigning projects and offering feedback. All instructors also hold office hours; times and locations will be posted on the course Blackboard site. You should address and treat each discussion facilitator as though you were addressing one of your professors. These folks are your initial point of contact, and will provide answers to many of your questions. Any answer regarding logistical questions, conflict issues, personal issues, etc., will likely come directly from your professors via your instructor. As such, the discussion facilitators have the full backing of the professors. Statement on Diversity Boston University’s founders opened its doors to all students without regard to religion, race, or gender. Building and sustaining a vibrant community of scholars, students, and staff remains essential to our mission of contributing to, and preparing students to thrive in, an increasingly interconnected world. We strive to create environments for learning, working, and living that are enriched by racial, ethnic, and cultural diversity. We seek to cultivate an atmosphere of respect for individual differences in life experience, sexual orientation, and religious belief, and we aspire to be free of intellectual parochialism, barriers to access, and ethnocentrism. Success in a competitive, global milieu depends upon our ongoing commitment to welcome and engage the wisdom, creativity, and aspirations of all peoples. The excellence we seek emerges from the contributions and talents of every member of the Boston University community. CO 101 encourages open discussion and respectful debate, as students are expected to hold a variety of beliefs and attitudes, particularly with regard to communication. At times, we may cover topics that you are uncomfortable with, or lectures may include information that cause you to feel uneasy. Such controversial topics will only be discussed if they hold academic merit. However, discussion and debate will at all times be respectful and appreciative of others. If this is found to not be the case, or if statements are made that are decisively determined to not be respectful, appropriate action will be taken. Sexual Misconduct

basis

Boston University is committed to fostering a safe, productive learning environment. Title IX and our school policy prohibit discrimination on the of sex, which regards sexual misconduct — including harassment,

domestic and sexual violence encourage students who to talk to someone about need.

dating violence, sexual assault, and stalking. We understand that can undermine students’ academic success and we have experienced some form of sexual misconduct their experience, so they can get the support they

Confidential support and academic advocacy resources can be found with the Center for Sexual Assault Response & Prevention (SARP) at http://www.bu.edu/safety/sexual-misconduct/ .

Social Media There are no official social media channels for the lecture section of CO101, as you are expected to attend lecture and presentations to obtain the information needed for the course. Your discussion section facilitator may (at their discretion) set up an official social media gathering place for your individual discussion section. However, discussion of this class via social media is not discouraged, and you should feel free to do so. Out of respect for your classmates and instructors; however, you should choose a time and place for your social media that is not distractive, and also ensure your social media posts do not include any comments that would not be acceptable in the class setting (see diversity statement above). Please keep in mind there is generally no such thing as “private” social media, so if you don’t want someone to see it, don’t post it. Computer Use in the Classroom At the onset of the semester, computers will be allowed for notetaking. However, this policy may be revisited at any time during the semester. Please keep in mind these are large sections, and if the sound of more than 400 keyboards becomes a distraction for students or instructors, the current policy may be amended.

Disability Services Statement If you are a student with a disability or believe you might have a disability that requires accommodations, please contact the Office for Disability Services (ODS) at 617-353-3658 to coordinate any reasonable accommodation requests. ODS is located at 19 Deerfield Street on the second floor.

Athletics Statement

All student-athletes should be provided with a sheet from the athletics department regarding absences throughout the semester. These sheets should be handed in as soon as possible. As exams and due dates for papers will generally be on Fridays, student-athletes should be cognizant of any days which they will be missing, and make arrangements to hand in assignments and take exams early. Course Information Overview This course serves as an introduction to your formal education in communication, and its component disciplines. As such, we will cover a wide variety of topics, including both contemporary and historical examples. It is imperative that you keep up with readings, lectures, discussions and assignments in order to find success. As is the case in the world of communication, adaptation is of paramount importance. Therefore, the outlined schedule found at the end of this syllabus will serve as our guide throughout the term; however, the instructional team reserves the right to amend the schedule as necessary. Assignments, Projects & Quizzes Assignments You will be given multiple assignments throughout the semester (generally one per week – some weeks you will not have an assignment). Assignments may also be completed during your discussion section. Each assignment will have unique requirements, which will be specified when the assignment is given. Each assignment will also have its own assessment criteria which will be shared. Projects You will complete three projects during the course of the semester, one for each section of the course. You will be given details on each of these projects well in advance of their due date. You will also receive detailed grading information regarding these projects.

Final Mass Communication, Advertising & Public Relations Project Disaster Response Plan You are part of the PR/communications team at ABC Energy, a company that runs three nuclear power plants in the continental United States. The company has asked you to provide a summary of a disaster communication plan in case of a nuclear accident at one or more of these sites. Based on what you have learned about strategic communication so far, write a two-page double-spaced paper which summarizes disaster communication in case of a nuclear accident. Include the following in your two-page paper: 1. Identify three key publics associated with such an event, and explain why these publics are important to ABC Energy in this situation. (Refer to Assignment 3). 2. Identify three key communication audiences and for each audience state and explain one objective. (Refer to Assignment 1) 3. For one key audience, create a mock up for a message you would send to achieve the objective you stated for the audience. Carefully consider how you would incorporate either ethos, pathos, and/or logos in this message (include at least one; refer to Assignment 2). Explain what medium you would use to transmit this message to the audience and justify why this medium would be appropriate in the circumstances to reach said audience.

This assignment will utilize the knowledge and skills you obtained from the first three assignments in the Mass Communication, Advertising & Public Relations module.

Final Journalism Project This project will be the culmination of your work for three weeks in the journalism module. You will write a 550- to 650-word, double-spaced “hard news” article (inverted pyramid structure). Your article will have one primary source (the scientist to be interviewed in class Oct. 23), at least two sentences of supporting research (to be completed as part of Assignment 5), and three fullsentence quotes from the scientist (culled from the interview). Hard news articles follow a particular structure (we will discuss inverted pyramid in class) and yours will follow this structure, too. Your article will start with a lead sentence, which will summarize the scientist’s most newsworthy point(s). The

next several sentences will include a lead quote from the scientist, elaborative detail on the news and biographical and setting information (to be completed as part of Assignment 6). Additional facts, context and your research sentences will comprise the rest of your article, which will end with a kicker quote (we will discuss those in class). See the CO 101 Project Grading Rubric - Journalism for further vital details.

Final Film/TV Project For this project, you will take all of what you’ve learned thus far about film and television and use that knowledge to craft a 2-3 page (double spaced) pitch for two texts: one original text and one transmedia brand extension of that text, both of which represent disaster or are in some way a response to disaster. To ground your texts in real-life disaster, you must use a news article as a basis/inspiration for your original text. See the assignment sheet for further details. Quizzes Each week, you will take a 10 question quiz which covers readings, lecture and major events (current events) in the field of communication. These are objective (either correct or incorrect). Your quiz grade is determined by the total number of correct answers given against the total number of questions asked. The quiz grade is cumulative throughout the semester. The lowest quiz grade during the semester will be dropped. This, in essence, allows for one missed quiz without penalty. In the case that a student has missed zero quizzes, the lowest grade among the total quiz grades will be dr...