Course: TV/Video 100 Intro to Electronic Media

COURSE SLO ASSESSMENT REPORT, SAC Department: TV/Video Communications Course: TV/Video 100 Intro to Electronic Media Semester: Fall Year: 2013 Faculty Terry Bales

Semester: Fall Year: 2013 Semester: Spring Year: 2014

Institutional Course SLO Method of Outcomes Plan for Reassessment Outcome Plan for SLO Assessment assessment Implementation Implementation “Core Competencies”

****************** 2. Thinking and Reasoning Student will identify and analyze real or potential “problems” and develop, evaluate, and test possible solutions using creative thinking, analysis and synthesis, quantitative reasoning, and/or transfer of knowledge and skills to a new context as appropriate. a. Creative Thinking Students will develop In groups chosen by the At first students are Show samples in class of Forty students finished There was a noticeable Continued tweaking will Students will develop and demonstrate the students themselves, reluctant to choose up professional ad the class as divided into improvement in overall be implemented in the skills to formulate skills of formulating they will select a real teams and then there is campaigns from pitch 8 project teams. Of the effectiveness in the encouraging the students original ideas and original thought by community client to do the social distance of meeting to final groups, 3 met all finished commercials to better brainstorm their concepts in addition to creating group Media a one-minute TV or seeking out a real client commercial. deadlines and were when students because client’s needs assessment integrating those of projects to be shown and radio commercial or to do the commercial Encourage faculty to assessed with and “A” of the changing from the start of the others in the creative evaluated in class. public service with. The teammates focus more on creative grade for how well they technology to show their assignment. process. announcement for often have difficulty in thinking techniques carried out their client’s projects on websites Even more relevant during the semester. such out-of-class involving hands-on needs as far as a central they created themselves samples of real These ads will be graded projects of finding time projects that involve the theme and contact info or on flash drives rather commercial campaigns on a rubric point basis to plan strategy once community. in a creative format. 3 than on DVDs and CDs will be researched by that will include a script they have met with the Set up a list of possible groups finished with a as in the past. students and faculty to or storyboard and a real client and assessed what business clients for “B” grade and 2 groups Two of the best projects keep up with the latest budget as compiled by he/she needs to stress as future student ads. finished with a “C” were chosen to show as trends in internet the students. These a selling point in the ad. Invite professional grade under peer samples of what to do advertising as well as the segments will be Once underway the advertising agency evaluation and for future classes. traditional TV and radio evaluated by peers in team’s divide up personnel to serve as instructor protocols. It Students respond well to spots. class and by the essential tasks such as guest speakers. was decided that these practical hands-on An archive of the best instructor. writing copy and smaller groups of 4 assignments. In this student projects of the creatively shooting and each might work better class they are primarily past will be started to editing the finished ad. and assure that all are required to use their show as samples for contributing to the own equipment and future project teams. team. Time constraints software. They do a were also evaluated as good job uniting as a well as how well they team in fulfilling the team implemented concepts of the client feedback in the assignment and finished project. compiling a real budget to understand costs vs. profit.

b. Critical Thinking Students will think Students will be able to Class members will While students do a fair Use a current TV show Of the students in the After developing The instructor will create logically in solving demonstrate analytic write a 3-4 page paper job of researching their familiar to the students class, 11 sufficiently satisfactory analysis a general guideline with problems; explaining skills by critiquing the analyzing a favorite TV show with most TV to serve as a prototype passed peer and papers outlining the specific historical and their conclusions; and work of Media show including a history programs now having on which to base their instructor evaluations strengths and creative-team reference to evaluating, supporting, professionals after of the program, the their own websites, they individual papers. with an “A” average; weaknesses of a current serve as a more complete or critiquing the formulating a guideline names of the creators, have trouble with basic Utilize a critique of a TV 14 with a “B”: 12 with TV show, students will model of what the thinking of others. to rationally judge such writers and main actors, sentence structure and program as an outline on a “C”: 2 with a “D” and incorporate their assignment calls for to performance. a synopsis of what the grammar. Beyond the which to study the one failed to turn in a abilities to think better prepare the entire basic plotline is of the basics, the other critical techniques of supporting paper. critically and creatively class for successful show and finishing with thinking problem is opinions with factual Those with the top by designing a TV series submissions. a critique of what makes being able to support examples. grades sufficiently or movie of their own Faculty will hold a the show a success and opinions with cogent Hold faculty workshops outlined their research by means of a two-page workshop to discuss what could be done to examples from the to stress the importance well and had 3 or 4 treatment. Students will methodologies to make the program even shows. Most do not of allowing students to reasons each for telling pitch these ideas to improve critical thinking better. Students will elaborate sufficiently on work on assignments what a show did well classmates who will abilities across the board present a 3-minute how to improve the that feature more critical and not so well. write out a critique sheet in all department courses. overview of “their” mechanics of a show. analysis across the Overall, students need outlining the pros and The instructor will invite show to the rest of the board. to work more on cons of each proposal as local TV and film critics class. Allow more class time spelling and basic the basis for a possible to serve as guest speakers for students to critique grammar and their future script or to show critical analysis the papers of others. ability to articulate how production in more from experts in the field. fellow students can advanced TV/Video improve their critical courses. analysis.

Students will research Class members will In doing their research Before finalizing the While most did a Thought might be given Students could interview and review current write a 2-page synopsis for this assignment, the assignment, the credible job to having students in the local professionals to ask Media law to formulate of current media law students do not always instructor should present researching their future develop a team what are the most their own opinions involving one of the understand the legal and an actual court decision individual ethical oral argument in one of frequent examples of regarding the practice following categories: ethical issues at stake involving one of the categories, too many of the ethical categories as ethical decisions they and need for ethical Libel. Privacy. with their perfunctory ethical categories as an the students did not those presenting the make in real-life decision-making in Copyright. Obscenity. analysis of a case study. example of how to base their opinions on legal brief before an situations. preparing for careers in Censorship. Reporter’s In their writing, students understand a legal the issues involved appeals court. The other The department’s c. Ethical Reason- the Media workplace. Protection of Sources, often need to simplify decree. with sufficient legal students and the Professional Advisory ing etc. Students will legalisms into more Video examples of precedents or factual instructor would then Group could also be Students will discuss their findings, understandable dialogue ethical behavior could be information. Too many evaluate the overall consulted on establishing demonstrate an highlighting the pros to enable the rest of the shown to the class. gravitated to the issue effectiveness of the an ethical policy for our understanding of ethical and cons of the ethical class to follow their Through faculty of Privacy of research and students. issues that will enhance decision-making in each argumentation. seminars make sure that celebrities vs. the argumentation and how Local legal experts could their capacity for category. each instructor is paparazzi. well all sides of the be invited to class to making sound updated on key ethical Those that discussed argument were discuss specific ethical judgments and decision-making that the idea of reporter’s represented. concerns involving the decisions. affects their individual protection of identify media today. courses. of sources had the strongest papers with the most careful argumentation and research.

(a. and b. combined)

Students will evaluate By means of group In researching this A marketing research Most students are very Student groups will Project groups can ask and assess through class discussions, student assignment, students analyst or a Media Buyer competent in utilizing incorporate more of their potential clients just research the accuracy project teams will need to pay more should be invited to laptop computers and their research data into how much they already and trustworthiness of evaluate the attention to the role of class to present a power tablets and even cell their final commercial research the marketplace the Media as both a effectiveness in today’s Media Buyers whose job point documentation of phones in researching projects by breaking to see which media serves primary and secondary marketplace of creating it is to serve as the the importance of important data for down for their real client them best. If this is not source of information. commercials for print, middle man between the understanding and success in classes. which media affords the something the client is By means of testing past radio, TV, billboards, the advertising agencies, interpreting data such as What remains to be best means of improving doing at the local lever, formulas and formats, internet or specific cell their clients, and the TV ratings, the changing seen is how well they sales of the client’s then the project group can the students will also phone apps. public in determining nature of time-shifting can analyze the data project as well as overall undertake more such appraise which Media Then the groups will how much of the client’s TV programming by use they compile. awareness of where the research with the concepts will best apply incorporate their total budget should go to of digital video In the case of their client can be found. possibility of being paid to their own original findings into their final each media in today’s recorders, how the team project this In addition to the for their services if they group projects. choice of the best and changing technological internet is changing becomes important traditional TV or radio do a thorough job. most cost-effective world. demand for products, since they must deal commercial, the groups Departmental meetings 3. Information medium to utilize for Creation of a pie chart to etc. with a real client with will be asked also to will focus more on Management their own team show the proportion of The faculty should real needs that they design a website or a utilizing the computer as commercial project. which medium is the create an archive of need to be able to cell phone app to help a major tool in compiling a. Information most cost-effective to media resources that will problem-solve using all the client reach a marketing date that is Competency reach the most potential make it easier to assess modern methodologies younger clientele. relevant to our students. Students will do consumers needs to be how new technology is at their disposal. Students will be given research at a level that is stressed. changing the need to extra credit possibilities necessary to achieve better understand for spending a day with personal, professional information marketing researchers, and educational success. management. opinion pollsters, media They will use print buyers, or TV/radio material and technology station management to to identify research gain a greater insight into needs, seek, access, the use of modern evaluate and apply technology to create information effectively successful ad or and responsibly. promotional campaigns.

b. Technology Competency Students will use technology learning tools and technology applications at a level appropriate to achieve discipline-specific course requirements and standards. Demonstrated skills might include, but are not limited to: word processing and file management; use or development of simulations, web pages, databases; graphic calculators; etc.

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