Spring Semester Assessment Report Form
Directions: Please complete a form for each of the programs within your department. This form was designed to provide a format for assessment reporting and should not be used to limit the amount of information provided. Each box that is attached to each of the sections is designed to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbit at x51506 or via email at: [email protected].
1. Program Information: Program Hank Greenspun School of Journalism and Media Studies, Undergraduate Program Department College Urban Affairs Program Assessment Gregory Borchard, assistant professor Coordinator Semester Data Spring 2006 Collected Report Submitted by Gregory Borchard Phone/email 895-4868; [email protected] Date Submitted March 31, 2006
2. According to the Assessment Plan for this program, what were the planned assessment activities to be conducted during the 2005-2006 Academic Year? You may want to copy and paste from this program’s assessment plan. Which outcomes What results did you expect? If the [Standards] for this How did you measure the outcomes? students performed well, what would their performance look like, i.e. program were percentages, means, or comparisons measured? to a national standard? FOUR (4) outcomes out of a total of TWELVE (12) outcomes were evaluated this semester/year (Sp 05/Fall 05). The school has 12 Full-time faculty were first asked to visit the Students were expected to Standards featured Assessment Plan for the School of JMS exhibit skills verifying a on its assessment posted on the UNLV site at: Reinforced proficiency in plan. Four (4) were http://www.unlv.edu/Provost/Assessment/reports_urban.htm. Evaluating media texts, an evaluated: Faculty accounted for the Standards ability to use Critical Thinking, Evaluating associated with courses each member taught demonstrations of Writing Critical Spring 2005 and Fall 2005. Faculty then went skills, and that they could use Thinking to materials submitted for their annual Professional Tools appropriate Writing reviews and searched documents for for careers in Journalism and Professional verification that each standard listed on the Media Studies. Results in each Tools Assessment Plan had or had not been met in of these areas indicated Of the evaluated the individual classes each member taught. students met the Standards set Standards, courses that Faculty then submitted to me (Greg Borchard) by individual instructors by Reinforced (“R”) skills a detailed description of course activities in the above Standards fulfilling requirements in composed a pool of directly related to the Standards listed on the course syllabi, lesson plans, NINE (9) total courses Assessment Plan. The attached document assignments, and the related evaluated. The attached includes a detailed inventory their reports, a professional opportunities document describes the description of ALL undergraduate courses featured in the NINE (9) method used for reported in the previous year relative to the sample classes. determining the nine JMS Assessment Plan. courses used to for
1 assessment purposes. 3. Results, conclusions, and discoveries. What are the results of the planned activities listed above? What conclusions or discoveries were made from these results? Describe below or attach to the form. Results, conclusions, and discoveries The Assessment project developed a composite of courses taught in the JMS School. For a detailed inventory of findings— including ALL courses taught Spring 2005-Fall 2005—see the attached document. The following activities may be considered representative of progress toward meeting Standards listed on the School’s Assessment Plan, according to goals and measures cited by faculty in the following NINE (9) descriptions of course activities.
JOUR 102: News Reporting and Writing The outcomes set for the class match goals established in the syllabus and weekly assignment rubrics, which were both designed to develop publishable news stories. Of completed Environmental/Health/Science assignments, as well as the assigned Personality Profile, approximately half were publishable. Ties with KUNV-FM compose part of the public relations section of the course. David Reese, general manager, and other personnel made guest appearances in class, providing students exposure to a number of public relations and broadcast issues, including techniques for organizing a fund drive for a not-for-profit organization, underwriting, and community outreach. Exceptional students were to Reese for internship opportunities. Students were required to attend a 10-minute editing session during office hours. Volunteered attendance increased attendance in office hours. An extra credit opportunity was offered, dependent on an office-hours visit: Points were added to the low lab score for a completed résumé and cover letter. Most students indicated that they previously had not spent time preparing these materials.
JOUR 201: Television Studio Production I The course is taught by graduate teaching assistants, but faculty oversee it. It is primarily a skills-based course in basic television production. Theories of production are addressed, as is the necessity of teamwork within the studio environment. Students evaluate each other student productions and learn to think critically about the role of production in meaning-making in television. Assessment is through both graded tests and production assignments.
JOUR 241: News and the News Media The objectives for this course include a survey of the history, purposes, functions and effects of journalism. Course content consisted of a critical analysis of emerging global media and new media and their effect on traditional journalism models. Each of the standards for this course was covered in the four modules for the semester: the rise of citizen journalism, we-media (media on demand), new technology and newsgathering tools, and global voices. The standards were assessed with exams and in-class presentations for each of the modules. Students also learned to do online research as well as critically examining the latest forms of media delivery.
JOUR 310: Advanced Reporting This required course for print majors is a writing-intensive class that requires students to learn to critically evaluate materials to determine their newsworthiness. Students are expected to be proficient in the Associated Press style rules and proper grammar at the start of the class, but any problems they have are identified and corrected. Accuracy is stressed and “F” grades are given for misspelled names or factual errors. Students write a variety of news and feature stories that develop their ability to write under pressure, organize and condense information from multiple sources and strengthen their journalistic skills. A field trip to the Lied Library for an online workshop each semester introduces students to new research tools such as Nexis and teaches them to better utilize familiar programs such as Google. Students are expected to have basic math skills and utilize them in explaining relevant materials such as budgets. They are required to do research in advance of several press conferences each semester and to quote outside sources in their stories. Assignments include writing for an outside publication, being published in the Rebel Yell and doing an in-depth
2 story on a campus issue. For the in-depth story, they work in teams early in the semester to develop and finalize their topics and find sources. Students also cover a court trial, government meetings and two speeches during the semester. Six current-events quizzes require them to be informed about news. At the end of semester, they are required to meet privately with the instructor for a review of all their work and a discussion of their future plans. Many students in the class line up an internship or permanent job while in the class with the help of the professor.
JOUR 408: Media Criticism The primary aim of this course is to enhance your understanding of television and to help students gain greater competence in “reading” the medium. A second objective is to introduce students to several critical approaches and constructs (i.e. methods of critical analysis) that they use to critically analyze television, film and other art forms for the rest of your lives. A final objective is to improve abilities to share the insights gained from increased critical appreciation with others through writing and speaking. Students leave this course with a greater understanding and appreciation of television as a significant social and cultural force, and with enhanced critical thinking, viewing, and writing skills. This is a capstone course for many of our Journalism and Media Studies majors. Theory, writing, research, critical thinking and evaluating are integral parts of the course. Assessment comes in the forms of both mid-term and final exams, largely concerned with theory, as well as a journal-length critique that is due in stages throughout the semester.
JOUR 411: News Editing This print sequence course covers the fundamentals of copyediting for newspapers and other print publications, headline writing and pagination. Emphasis is placed on critically evaluating news materials and learning to make judgments about the relative value of various news stories. Students learn to do independent research to verify materials presented to them and to select the best sources of information. They utilize math skills in editing stories. They also learn to use the In Design program for pagination. They employ ethical decision-making skills in determining story usage and placement. They also are given regular current events quizzes and have in-class discussions about the usage of breaking stories throughout the semester.
JOUR 420: Visual Literacy This course reinforces ideas students may have learned in previous classes. It also reinforces the basic human ability to understand and learn from what we see in the media and in the world around us. The writing component is unique in that students explore the idea of visual writing—or how to communicate using visual images rather than words. Through this evaluation of visual images as communicative phenomena, students also learn, discuss, and examine the relationship between words and pictures and the theories associated with both. Gaining further understanding of the visual world is an increasingly important aspect of how we understand the visual world around us, thus enhancing the student’s ability to critically think about the visual images that bombard us in today’s world. Students can then make important evaluative decisions based on this new knowledge.
JOUR 426: Non-Linear Video Editing Students in this advanced editing class learn how to plan, create and edit programs using the Avid Express non- linear editing system. For the first seven weeks, students professional skills through selected classroom exercises. The second half of the semester is devoted to creating and evaluating three professional videotape pieces: a 30- second public service announcement for on-campus clients, a three- to four-minute music video for UNLV commencement ceremonies, and a 5-minute mini-documentary on an issue for the Las Vegas Community.
3 Students meet with clients to determine the expectations and requirements for a particular project and then use this information (critical thinking) to create the video pieces they believe will meet the stated needs and expectations. Students formally present the video pieces to the clients, and clients and classmates evaluate each project. Students work as a team in the development of a five-minute mini-documentary. Students assign production responsibilities to individual class members. The completed project is evaluated by the group before distribution.
JOUR 486: Interviewing This course is designed for both print and broadcast students to help them develop their interviewing skills and become confident in their ability to do so. Students learn to research their story topics and interview subjects before conducting the interviews and to evaluate what they are told. This involves critical thinking. The class is taught in a computer lab so the instructor can help guide students in the research and writing process. They are also taught the importance of diversity and fairness in selecting the persons they interview. They learn how to use tape recorders effectively. There is a strong writing component to the course as they learn the importance of taking a wealth of material and condensing it into a product that serves their audience. The course also involves in-class role-playing in which students the skills of other students at obtaining difficult information from reluctant sources in challenging scenarios. Students work as teams on a focus group interviewing project.
4. Use of Results. What program changes are indicated? How will they be implemented? If none, describe why changes were not needed. The inventory of courses discovered minor flaws in the Assessment Plan, including Standards associated with a few classes that need correcting. The findings also indicated the need to verify current listings of courses, some of which do not match listings in the University’s course catalogue. The most important findings included the development of a usable database for future reference. The faculty contributed in a large measure to assessing courses well beyond the minimum information required for assessment on a University-wide level.
5. Dissemination of results, conclusions, and discoveries. How and with whom were the results shared? This document, which includes the following items, was distributed to faculty in electronic and hard copy formats. The findings included a description of the methods used by the author to derive results.
PART I: COURSE INVENTORY
Faculty who taught last year and responded with information about courses: Borchard (2); Cloud (1); Ferri (courses offered in conjunction with other faculty); Fruth (2); Hanson (3); Hausch (6); Kilker (2); Larson (5); Mullen (2); Naccarato (2); Reese (1); Traudt (2) = 28 courses total
Courses Offered Spring 05/Fall 05 that Included Descriptions of Assessed Standards Submitted by Faculty JOUR 101: Critical Analysis of the Mass Media (COM 218); Law, History, Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Teamwork (I) 101: Critical Analysis of the Mass Media (COM 218/210 online); Law, History, Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Teamwork (I) 102: News Reporting and Writing (COM 250); Research, Writing, Evaluating, Professional Tools, Teamwork (R) 201: Television Studio Production I (COM 201); Theory, Critical Thinking, Evaluating, Professional Tools, Teamwork (R) 220: Fundamentals of Applied Media Aesthetics (COM 220); History, Theory, Professional Tools (R) 223: Contemporary Radio (COM 223); History, Theory, Ethics, Critical Thinking, Evaluating (R) 325: Video Editing and Electronic News Gathering (COM 325); History, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (E)
4 333: Introduction to Interactive Media Design (COM 333); Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (E) 241: News and the News Media (COM 241); Ethics, Critical Thinking, Writing, Evaluating, Professional Tools (R) 305: Media Ethics (COM 487); History, Diversity (R) [note: under revision] 310: Advanced Reporting (COM 442); Ethics, Critical Thinking, Research, Writing, Professional Tools, Teamwork (R) 313: Photo Journalism (COM 353); Law, History, Diversity, Theory, Ethics, Professional Tools (E) 322: Writing for Broadcast (COM 323); History, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (E) 324: Broadcast News (COM 324); Law, History, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (I) 401: The First Amendment and Society (COM 481); Law, History, Theory (R) 408: Media Criticism (COM 408); Diversity, Theory, Critical Thinking, Writing, Evaluating (R) 411: News Editing (COM 443); Ethics, Research, Writing, Evaluating, Professional Tools (R) 413: Mass Media History (COM 488); Law, History, Diversity, Theory, Critical Thinking, Research, Writing (E) 420: Visual Literacy (COM 431); Theory, Critical Thinking, Research, Writing, Evaluating (R) 421: Television News Production (COM 441); Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (E) 426: Non-Linear Video Editing (COM 426); Critical Thinking, Evaluating, Professional Tools, Teamwork (R) 435: Mass Communication Research Methods (COM 435); Theory, Critical Thinking, Research, Evaluating, Math, Professional Tools, Teamwork (E) 439: Broadcast Practicum (COM 439); Writing, Math, Professional Tools, Teamwork (R) 445: Forms of Journalistic Writing (COM 445); Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools (E) 463: IMC Strategic Planning: Case Studies (COM 463); Law, History, Diversity Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (I) 470: IMC Campaigns: Advertising and Public Relations (COM 467/470); Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Math, Professional Tools, Teamwork (I) 485: Mass Media and Society (COM 485); Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Math (E) 486: Interviewing (COM 486); Ethics, Research, Writing, Evaluating, Professional Tools (R)
Of the 28 total courses, the following breakdown of “I”s “R”s and “E”s associated with each course totals: = 14 Reinforced + 9 Enriched + 5 Introduced
Of 12 total standards, the 28 total courses listed standards in the following numbers, descending order: Evaluating 21; Critical Thinking 20; Writing 20; Professional Tools 19 Research 18; Teamwork 15; Theory 15; History 13 Ethics 11; Diversity 10; Law 8; Math 4 (i.e. for “Evaluating,” 21 of the 28 courses listed “Evaluating” as one of the standards)
Of the 28 courses, the highest-ranking Standards and “I,” “R,” or “E” levels develop the subset: Reinforced: Evaluating; Critical Thinking; Writing; Professional Tools
Reinforced classes with at least 3 of the 4 above standards included the following: JOUR 102: News Reporting and Writing (COM 250) JOUR 201: Television Studio Production I JOUR 241: News and the News Media (COM 241) JOUR 310: Advanced Reporting (COM 442) JOUR 408: Media Criticism (COM 408) JOUR 411: News Editing (COM 443) JOUR 420: Visual Literacy (COM 431) JOUR 426: Non-Linear Video Editing (COM 426) JOUR 486: Interviewing (COM 486)
5 In sum: Of the 28 total courses, nine (102, 201, 241, 310, 408, 411, 420, 426, 486) feature standards that may represent outcomes considered priorities of the School.
PART II: COURSE DESCRIPTIONS
The inventory on the following pages includes descriptions submitted by faculty for all 28 classes noted in Part I. Note: Underlined descriptions = sample courses identified in Part I.
JOUR 101: Critical Analysis of the Mass Media (COM 218) Law, History, Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Teamwork (Introduced) The copy from my syllabus lists the following objectives for this course: This course serves as an introduction to the field of mass communication for students new to the major. As such, the course does not cover the entire field in any sort of depth; rather, it is a broad-based survey of the field that includes (but is not limited to) three major topic areas: the media themselves, the media industries, and the issues that surround the study of these topics. The overarching learning objectives of this course include: To be introduced to the various mediums of mass communication, both descriptively and historically; To understand the basic structures of media industries, particularly those situated in the United States; To begin to understand the issues that guide the development of new mediums, along with the issues that help define the media industries. The standards are assessed with exams. Critical thinking, research and evaluating are assessed in written items on exams that call for a synthesis of basic information about Mass Media. The other standards (diversity, writing, and teamwork) are not assessed in this course other than tangentially. I will include, in the future, a statement of the standards being addressed in this and other courses I teach and the outcomes I expect for each of the standards. Larson
JOUR 101: Critical Analysis of the Mass Media (COM 218/210 online) Law, History, Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Teamwork (Introduced) This is one of the School’s pre-major core courses. Course content provides students with an introduction to traditional and evolving major mass media. Some chapter modules include introductions to law and history pertinent to major print, filmic, and electronic media. Other modules focus on macro theories of media and society while others deal with theories of media effects and audience reception studies including issues of diversity, global media, and exclusion of sub-cultural groups from media access or practices. Students learn to do online research in order to contribute two critically informed and well crafted essays for posting to group discussion areas on deadline, and then evaluate other group member postings. Students also learn about research tools available to media practitioners for such areas as audience assessment, advertising, and media buying. Traudt
JOUR 102: News Reporting and Writing (COM 250) Research, Writing, Evaluating, Professional Tools, Teamwork (Reinforced) The outcomes set for News Gathering and Writing matched goals established in the syllabus and weekly assignment rubrics, which were both designed to develop publishable news stories. O f completed Environmental/Health/Science assignments, as well as the assigned Personality Profile, approximately half were publishable. I have also maintained ties with KUNV-FM as a part of the public relations section of the course. General Manager David Reese and other personnel made guest appearances in class, providing students exposure to a number of public relations and broadcast issues, including techniques for organizing a fund drive for a not-for-profit organization, underwriting, and community outreach. I referred exceptional students to Reese for internship opportunities. As part of an extended COM 250 assignment, I require students to attend a 10-minute editing session during office hours, which provides them opportunities to meet a professor in a non-classroom setting. Volunteered attendance increased attendance in office hours. I also include on the COM 250 syllabus an extra credit opportunity dependent on an office hours visit: I add points to the low lab score for a completed résumé and cover letter. The résumé project has been a popular course feature, and I believe it is an important part of a student’s career development, as most students have indicated that they previously had not spent time preparing one. Borchard
JOUR 201: Television Studio Production I (COM 201) Theory, Critical Thinking, Evaluating, Professional Tools, Teamwork (Reinforced)
6 The course is primarily a skills-based course in basic television production. Theories of production are addressed as is the necessity of teamwork within the studio environment. Students evaluate each other’s productions and learn to think critically about the role of production in meaning-making in television. Assessment is through both graded tests and production assignments. Larson
JOUR 220: Fundamentals of Applied Media Aesthetics (COM 220) History, Theory, Professional Tools (Reinforced) This course provides an overview of visual communication and its relationship to other domains of study. One of the goals of the course is to provide students with a language for understanding visual phenomena in terms of aesthetic design, social effects, and personal enlightenment. This assessment component is reinforced through class discussion, quizzes and examinations. This language is the professional tool students get from this course. Historically, the class examines and reinforces the history of visual communication as well as developments in the area of aesthetic design. For the theory component, the course examines and reinforces those theories that are pertinent to the human visual process, aesthetic design, and television production. Mullen
JOUR 223: Contemporary Radio (COM 223) History, Theory, Ethics, Critical Thinking, Evaluating (Reinforced) Objectives of the course are developed through a number of case study projects that are completed either in-class or as assignments. The projects usually place the student in a particular setting that requires them to analyze the situation and then provide a reasoned solution. For example, students may be told they have been appointed as Program Director for a radio station; given background information about the market in which the station is located; and then asked to suggest a format for that station and provide reasons why they choose a specific format and eliminate others. In this case, the basic theory and process behind developing a radio format and a survey of current radio formats would have been discussed in previous class lecture. Ethical issues are often broached when discussing promotional activities that radio stations may engage in or programming decisions. Evaluation is an important aspect of broadcasting and students learn about utilizing ratings to make sales and programming decisions, or employing various criteria to select staff members or even the Station Manager. Before the contemporary radio station is examined, the course takes a historical survey through lecture and videos to introduce the students to key people and events that have helped shape radio and brought us to where we are in the industry today. A major project of the course requires student to interview an employee of a commercial radio station and write a paper based on their interview and other research about the job position they choose. While they can pick an area of radio broadcasting that interests them, such as sales or programming or management, common areas designed to provide the student with an understanding of how radio staff interact and what problems face modern radio must be explored in each interview. The purpose of the project is to tie together most of the goals of the course in a very “real world” encounter and, hopefully, reinforce concepts learned in various aspects of the course. Reese
JOUR 241: News and the News Media (COM 241) Ethics, Critical Thinking, Writing, Evaluating, Professional Tools (Reinforced) The objectives for this course: survey of the history, purposes, functions and effects of journalism. Course content consisted of a critical analysis of emerging global media and new media and their effect on traditional journalism models. Each of the standards for this course was covered in the four modules for the semester: the rise of citizen journalism, we-media (media on demand), new technology and newsgathering tools, and global voices. The standards were assessed with exams and in-class presentations for each of the modules. Students also learned to do online research as well as critically examining the latest forms of media delivery. Hanson
JOUR 305: Media Ethics (COM 487) History, Diversity (Reinforced) [note: under revision] This capstone course focuses on teaching students decision-making processes for resolving ethical dilemmas in the areas of advertising, public relations and various fields of journalism, including print, broadcast, photojournalism and online publishing. Students first study theories about truth-telling and lying and then study and learn pertinent codes of ethics and how to apply them in their careers. Standards applied in the course include history, diversity, theory, critical thinking, research, writing, evaluating, and, most importantly, ethics. These areas are covered through the writing of five short papers and one major essay on a variety of topics after they have been covered through readings and class discussions. Community practitioners in areas such as public relations, advertising and broadcasting help students understand the importance of upholding high ethical standards. Online research also is
7 required in the documentation of their ideas. Students write their own professional codes of ethics at the beginning of the semester and revise them at the end. Hausch
JOUR 310: Advanced Reporting (COM 442) Ethics, Critical Thinking, Research, Writing, Professional Tools, Teamwork (Reinforced) This required course for print majors is a writing-intensive class that requires students to learn to critically evaluate materials to determine their newsworthiness. They are expected to be proficient in the Associated Press style rules and proper grammar at the start of the class, but any problems they have are identified and corrected. Accuracy is stressed and “F” grades are given for misspelled names or factual errors. Students write a variety of news and feature stories that develop their ability to write under pressure, organize and condense information from multiple sources and strengthen their journalistic skills. A field trip to the Lied Library for an online workshop each semester introduces them to new research tools such as Nexis and teaches them to better utilize familiar programs such as Google. They are expected to have basic math skills and utilize them in the explanation of relevant materials such as budgets. They are required to do research in advance of several press conferences each semester and to quote outside sources in their stories. Assignments include writing for an outside publication, being published in the Rebel Yell and doing an in-depth story on a campus issue. For the in-depth story they work in teams early in the semester to develop and finalize their topics and find sources. They also cover a court trial, government meetings and two speeches during the semester. Six current events quizzes force them to be well informed. They are required to meet privately with the instructor for a review of all their work and a discussion of their future plans. Many students in the class line up an internship or permanent job while in the class with the help of the professor. Hausch
JOUR 313: Photo Journalism (COM 353) Law, History, Diversity, Theory, Ethics, Professional Tools(Enriched) This course was reintroduced to the curriculum in this past year for the first time in more than a decade. It is now a digital photography class and students are expected to have their own camera. The school is in the process of purchasing camera systems for use by students. The goal is to acquire the type of equipment students might utilize as professionals so they can learn to take photographs that require a variety of lenses and camera settings. Learning to utilize professional tools is one of the major objectives of the course and is achieved through both in-class and homework assignments. Besides cameras, students learn to use photography software on computers. Critical thinking skills are developed to help students evaluate the newsworthiness of their assignments and make choices about the best visual images to capture. They also learn the importance of researching subjects and teamwork with print journalists to achieve a common story-telling goal. Students also study the ethical dilemmas faced by photojournalists. Hausch
JOUR 322: Writing for Broadcast (COM 323) History, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Enriched) The objectives for this course: theory, analysis, and practice in writing for the broadcast media. News, advertising, and announcements for radio and television; treatment of form and content. In addition, I have added a section for online writing. Each class period requires students to research and evaluate content subject material and then deliver a written assignment of professional quality on deadline. Students are also required as part of their class grade to present their material to the group as well as critically evaluating the work of others. Each of the standards except history, are assessed during graded writing assignments on deadline. I do not directly assess the history standard. In the future, I will review whether history will be included as a standard for this course. Hanson
JOUR 324: Broadcast News (COM 324) Law, History, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Introduced) The objectives for this course: study and practice of broadcast journalism with a focus on broadcast news media work and the role of the broadcast journalist in modern society. The outcomes set for Broadcast News matched goals set in the syllabus and weekly assignments designed to assist students in acquiring entry level reporting skills. Course content consisted of individual modules covering the essential skills of broadcast reporting: Sourcing, research (both online and in-person), developing quality news stories on deadline, ethics, knowledge of applicable history and law, teamwork, and personal responsibility. Each of the standards for this class was measured by seven graded assignments (a mix of exams and field reports) and an in-depth final report. Students were also required as
8 part of their grade to critically evaluate each other’s work as well as demonstrating teamwork in completing graded assignments. Hanson
JOUR 325: Video Editing and Electronic News Gathering (COM 325) History, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Enriched) The copy from my syllabus reads: The goal of the course is to provide instruction in the “best practices” of news content, teach you basic video field production and electronic news gathering (ENG) techniques, as well as to provide a solid framework for continuing instruction and experience in television journalism. Students in the class will produce a number of news stories of different formats over the semester, critique their own and others’ stories, and produce a group-produced final project. The overarching learning objectives of this course include: A practical and mechanical understanding of basic video production. An understanding of how production and writing of news stories create realities. An appreciation of journalistic ethics. An appreciation of time constraints in broadcast journalism. Students in this core course for the broadcast emphasis are required to learn both shooting and editing technique, story-form, and are further exposed to journalistic practice, legalities, and ethics. Produced stories become more complex as the semester goes on and students are required to move away from stories with little meaning and start producing stories that have journalistic content as well as form. Copies of produced stories are available for review. Assessments for this course are from exams and quizzes, along with graded news story productions. Larson
JOUR 333: Introduction to Interactive Media Design (COM 333) Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Enriched) The main goal of this course is to become familiar with evaluating and creating interactive media content. This course emphasizes gaining experience in visual, writing, usability, and information design skills, as well as understanding evaluation and collaboration techniques. The stated objectives for the class are for students to (1) apply concepts and evaluation methods learned in the course to understand best practices in interactive media design and development; (2) develop, evaluate, and revise a website that is appropriate for including in your work portfolio; and (3) learn to generalize design criteria and concerns across disciplinary contexts. Example modules in this course examine design challenges, the usability perspective, developing evaluation criteria, and designing and implementing navigation structure. At the end of the semester, students reflect on their involvement in the course and analyze and redesign it. Kilker
JOUR 401: The First Amendment and Society (COM 481) Law, History, Theory (Reinforced) By definition, a course in media law should address the outcome that calls for students to be able to “analyze and apply the principles and laws of freedom of speech and press, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances.” At the end of the semester, the successful student should be able: To explain the history and tradition of the First Amendment to the United States Constitution; To anticipate the kinds of legal problems s/he may encounter as a communications professional; To analyze and apply communication law principles to particular situations; To articulate his/her personal position regarding the First Amendment. Because the very nature of the law is to rely on precedent, students get a significant dose of history (Outcome 2) and in discussion of the First Amendment (applied to all elements of the course) they are introduced to the theoretical underpinnings of the notion of free expression (Outcome 3). In addition, course objectives 3 and 4 above force students to engage in critical thinking (Outcome 6). Assessment of these objectives is by traditional: quizzes, examinations, in-class group presentation on a First Amendment issue of current interest, and writing a brief of a Supreme Court opinion on a First Amendment case. The group presentations address Outcomes 9 and 12, regarding evaluation and teamwork, as well as serve as a kind of capstone requirement for the course. Cloud
JOUR 408: Media Criticism (COM 408) Diversity, Theory, Critical Thinking, Writing, Evaluating (Reinforced) The copy from my syllabus reads: The primary aim of this course is to enhance your understanding of television and to help you gain greater competence in “reading” the medium. A second objective is to introduce you to several critical approaches and constructs (i.e., methods of critical analysis) that you will be able to use to critically analyze television, film and other art forms for the rest of your lives. A final, but still important, objective is to improve your ability to share the insights gained from your increased critical appreciation with others through writing and
9 speaking. You should leave this course with a greater understanding and appreciation of television as a significant social and cultural force, and with enhanced critical thinking, viewing, and writing skills. This is a capstone course for many of our Journalism and Media Studies majors. Theory, writing, research, critical thinking and evaluating are part and parcel of this course. Assessment comes in the forms of both mid-term and final exams, largely concerned with theory, as well as a journal-length critique that is due in stages throughout the semester. Larson
JOUR 411: News Editing (COM 443) Ethics, Research, Writing, Evaluating, Professional Tools (Reinforced) This print sequence course covers the fundamentals of copyediting for newspapers and other print publications, headline writing and pagination. Early in the semester emphasis is placed on critically evaluating news materials and learning to make judgments about the relative value of various news stories. Students learn to do independent research to verify materials presented to them and to select the best sources of information. They utilize math skills in editing stories. They also learn to use the In Design program for pagination. They are taught to employ ethical decision-making skills in determining story usage and placement. They also are given regular current events quizzes and have in-class discussions about the usage of breaking stories throughout the semester. Hausch
JOUR 413: Mass Media History (COM 488) Law, History, Diversity, Theory, Critical Thinking, Research, Writing (Enriched) The objectives I have spelled out in the course syllabus for COM 488 include familiarization with major historic and legal issues that have shaped American media. The lecture portion of the class has emphasized recurring themes from outside readings, the textbook, as well as presentation of findings from my own background in legal and historical research. I have assigned either one or two term papers each semester that focus on a Constitutional Amendment, a media history text, or both. One of the purposes of the term paper assignments is to help students develop an understanding of the basic research methods appropriate for a media history project. I provide students with a list of term paper topics but expect a measurable level of innovation and interpretation from of them, as detailed in their instructions. For appropriate assistance in completion of the term paper, I have developed a working relationship with Lied Library staff, which has helped coordinate tours of microfilm and electronic archives. A number of students indicated verbally and in writing that they very much appreciated the opportunity to research materials on microfilm and discover resources previously untapped. I have included in my portfolio copies of items prepared by the Lied Library staff to help in the project. Borchard
JOUR 420: Visual Literacy (COM 431) Theory, Critical Thinking, Research, Writing, Evaluating (Reinforced) This course reinforces ideas students may have learned in previous classes, but it also reinforces the basic human ability to understand and learn from what we see in the media and in the world around us. The writing component is unique in that students explore the idea of visual writing—or how to communicate using visual images rather than words. Through this evaluation of visual images as communicative phenomena, students also learn, discuss, and examine the relationship between words and pictures and the theories associated with both. Gaining further understanding of the visual world is an increasingly important aspect of how we understand the visual world around us, thus enhancing the student’s ability to critically think about the visual images that bombard us in today’s world. Students can then make important evaluative decisions based on this new knowledge. Mullen
JOUR 421: Television News Production (COM 441) Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Enriched) The learning objectives of this practicum course are deceptively simple: To learn to produce professional-quality television news stories and programs. This is easier said than done! It means that you will need to start developing the “thick skin” that everyone in the industry must have to survive; criticism is a way of life for people in television, so you need to learn to deal with it. It also means you need to be aware of production schedules and time constraints; producing television news, even undated or “evergreen” stories needs to be done on deadline without sacrificing quality. Assessment for this course is all in the projects; both the stories produced for the weekly show, and the show itself. The best assessment I’ve found in this course is when the students construct audition tapes to be used in subsequent job interviews. I have not required these of students in the past, but will start requiring them as we move to the new catalog in which this course is a requirement for the broadcast students. Larson
JOUR 426: Non-Linear Video Editing (COM 426)
10 Critical Thinking, Evaluating, Professional Tools, Teamwork (Reinforced) Students in this advanced editing class learn how to plan, create and edit programs using the Avid Express non- linear editing system. Students spend the first seven weeks of the semester mastering professional skills through selected classroom exercises. The second half of the semester is devoted to the creation and evaluation of three professional videotape pieces: a 30 second public service announcement for on campus clients, a 3-4 minute music video for UNLV commencement ceremonies and a 5 minute mini-documentary on an issue of importance to the Las Vegas Community. Students meet with clients to determine the expectations and requirements for a particular project and then use this information (critical thinking) to create the video pieces they believe will meet the stated needs and expectations. Students formally present the video pieces to the clients and each project is evaluated by clients and other classmates. Students work as a team in the development of a five minute mini-documentary. Students assign production responsibilities to individual class members. The completed project is evaluated by the group prior to distribution. Fruth
JOUR 435: Mass Communication Research Methods (COM 435) Theory, Critical Thinking, Research, Evaluating, Math, Professional Tools, Teamwork (Enriched) This introductory research methods course examines the theory and practice of social scientific research methods as used by media practitioners and researchers, focusing in particular on the scientific process, introductory statistics, and research design. Students practice specific methods such as focus group, survey design, participant observation, and content analysis research in class assignments, and their understanding is evaluated using two exams. The stated objectives for the class are for students to (1) Gain an understanding of the scientific method; (2) Understand how to select appropriate procedures and statistics for common research problems; (3) Understand and evaluate research as presented in professional and popular media; and (4) Develop hands-on experience with key research methods and techniques. Example modules in this course examine statistics, methods used by key mass media research theories, research ethics, concept development and measurement, and field research. Students collaborate on a major group survey project involving design, data collection, and report creation. Kilker
JOUR 439: Broadcast Practicum (COM 439) Writing, Math, Professional Tools, Teamwork (Reinforced) Students in this upper division class are charged with the task of producing six episodes of an existing television program or three episodes of a new program. The fall 2005 class elected to create a new program titled Rebel Banter. Prior to making this decision, each student formally presented a program proposal outlining the purpose of the programming, the potential audience and production requirements. Program proposals d were evaluated according to how effectively the program would meet the following goals: (1) Increase community interest in UNLV activities, (2) Add programming diversity to UNLV TV, (3) Stay within an existing budget. Students met with a professional graphic designer and made decisions concerning how the set should be constructed. Students worked as a team to develop the program concept and to break the concept into effective production units. Students then divided the production work load into teams based on each individual’s skill with professional tools. Some students served as videographers, some served as video tape editors and were responsible for interviewing, writing and performing on the program. All students served as crew for the program. Fruth
JOUR 445: Forms of Journalistic Writing (COM 445) Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools(Enriched) This course has been used in recent years to teach freelance and magazine writing skills to print journalism majors, but it is intended to rotate through coverage of a variety of specialized writing including opinion, environmental or sports reporting. In the present usage students learn the importance of researching and evaluating potential places to seek publication as well as applying the same skills to development of their stories. They are required to do extensive research in the selection of their subjects and the best potential sources. They write both short and long articles and attempt to have them published during the semester. Ethics and the importance of truth-telling are also stressed. Hausch
JOUR 463: IMC Strategic Planning: Case Studies (COM 463) Law, History, Diversity Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Introduced) Objective: to correlate communication/public relations theory and practice. Strategy: analyze the strategic planning process through examination of public relations cases. Focus: Public relations is the practical execution of theory.
11 Putting the theory to work requires putting the strategic planning process to work. This course examines the process as applied to case histories. In this course, case histories are used to develop students’ skills in the strategic planning process. COM 463 is part one of a two-part offering that includes COM 470 Public Relations Campaigns. Students in COM 463 prepare a public relations strategic plan for an actual client. The client for the Spring 2005 was KUNV 91.5, the UNLV FM radio station and for Fall 2005 it was the New Vista Community These organizations provide in-class input to students who developed a situation analysis, objectives, and message strategy into both a written proposal and a presentation to the client. Pairing students with the community builds relationships for the students, school and university. Naccarato
JOUR 470: IMC Campaigns: Advertising and Public Relations (COM 467/470) Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Math, Professional Tools, Teamwork (Introduced) Public Relations Campaigns (COM 470): Objectives: to develop an understanding of the strategies and tactics to execute a public relations program or campaign. Strategy: employ the text, discussions, assignments, and guest speakers as examples of how to prepare a campaign with emphasis on strategy and tactics. Focus: Public relations planning is built around a thorough understanding of the situation including: the company or organization; the product, service, issue, or idea; problems or opportunities (Strengths, Weaknesses, Opportunities, Threats - SWOT); the audience or publics; and the competition. This course begins with a review of these elements of the planning process, and continues with emphasis on the strategies and tactics needed to carry out a successful campaign. COM 470 was Laboratory in Public Relations until Spring 2004. It became Public Relations Campaigns to match the advertising sequence “capstone” COM 467 Advertising Campaigns and help pave the way for the convergence of the public relations and advertising sequences into an Integrated Marketing Communication curriculum (Fall 2006). Course structure and content, including the textbook, were completely revised from previous adjunct-taught sections, which had not been offered for a number of years. In the restructured course, students continue to focus on the planning process they began in COM 463 Case Studies. The Spring 2005 COM 470 students prepared a public relations plan based on the 2004 Public Relations Student Society of America Bateman Case Study Competition for Ford Motor Credit Company. The fall 2005 students addressed the 2005 Bateman competition by developing an ethics campaign for UNLV. Naccarato Advertising Campaigns (COM 467): Law, History, Diversity Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (Introduced). Objective: to develop an understanding of the principles of the Integrated Marketing Communication (IMC) planning processes, particularly the role of advertising and its relationship to the other elements. Strategy: utilize the text, discussions, guest speakers, assignments, and group presentation to execute the IMC process based on its principles. Focus: Advertising and advertising campaigns are the foundation of many marketing communication programs. Increasingly the role of advertising is one of several elements that may include public relations, direct marketing, sales promotion, and interactive communication. This course focuses on developing a communication plan around advertising. The text is the primary source for discussions about the role of all IMC elements and their application. Lectures, discussions, guest speakers, assignments, and the group presentation help bring the workplace into the classrooms. The group project for Advertising Campaigns for Spring 2005 was the 2004 American Advertising Federation’s National Student Advertising Competition (NSAC) challenge for VISIT FLA, Florida tourism. For Fall 2005 it was the NSAC’s 2005 Yahoo! challenge. This was done to give students a realistic professional experience and to help assess UNLV students’ potential to compete in the future. Naccarato
JOUR 485: Mass Media and Society (COM 485) Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Math (Enriched) This course introduces students to a range of major theories of media and audience reception. Students develop critical standards for understanding and evaluating social science and qualitative forms of media content analysis and audience studies. They perform original content analytic research and summarize field-based results in written reports. Course subject matter embraces diversity issues from many perspectives. Media portrayals and audience effects of media representations of gender, sex, race, and ethnicity are substantial and recurring themes throughout the course. Traudt
JOUR 486: Interviewing (COM 486) Ethics, Research, Writing, Evaluating, Professional Tools (Reinforced) This course is designed for both print and broadcast students to help them develop their interviewing skills and become confident in their ability to do so. They must learn to research their story topics and interview subjects
12 before conducting the interviews and to evaluate what they are told. This involves critical thinking. The class is taught in a computer lab so the instructor can help guide students in the research and writing process. They are also taught the importance of diversity and fairness in selecting the persons they interview. They learn how to use tape recorders effectively. There is a strong writing component to the course as they learn the importance of taking a wealth of material and condensing it into a product that serves their audience. The course also involves in-class role- playing in which students critique each other’s skills at obtaining difficult information from reluctant sources in challenging scenarios. Students work as teams on a focus group interviewing project. Hausch
On Assessment Plan: NO DATA
Classes not taught in previous year, or taught by adjunct instructors and no response available: JOUR 261: Introduction to IMC (COM 261); Law, History, Diversity, Theory, Ethics (R) JOUR 331: Introduction to Advertising (COM 262); Law, History, Diversity, Theory, Ethics (R) JOUR 332: Media Planning and Buying (COM 332); History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Math, Professional Tools, Teamwork (I) JOUR 362: Writing for Public Relations (COM 362); Law, History, Theory, Ethics, Research, Writing, Professional Tools (E) JOUR 368: Television and Print Advertising (COM 368); Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Professional Tools, Teamwork (I); JOUR 374: Advertising Copywriting (COM 374); Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (I) JOUR 376: Design Principles for Advertising/Publications (COM 376); History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Professional Tools, Teamwork (I) JOUR 423: Television and News Production II (COM 422); Theory, Critical Thinking, Writing, Evaluating, Professional Tools (R) JOUR 436: Broadcast Management (COM 436); Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Teamwork (I) JOUR 440: Advanced Television News Reporting (COM 440); Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools (E) JOUR 444: Advanced Interactive Media Design (COM 433); Diversity, Theory, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (E) JOUR 461: Issues in Advertising (COM 461); Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating, Professional Tools, Teamwork (I) JOUR 484: Mass Media and Political Communication (COM 484); Law, History, Diversity, Theory, Ethics, Critical Thinking, Research, Writing, Evaluating (I)
Additional Classes with NO DATA JOUR 100: NA (New Course, won’t be taught until fall 06) JOUR 170: Introduction to Computer Graphics (COM 170) JOUR 380: Women and Media (COM 308) (Note: This is a course in COM studies) JOUR 450: Media Technologies and Society (COM 438) JOUR 490: Special Topics (COM 331) JOUR 493: Independent Studies (COM 495) JOUR 499: Professional Internship (COM 499)
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