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DEPARTMENT OF MEDIA STUDIES Proposal for BA in Media Studies ______
March 2014
Based on Graduate Program Proposal Outline found at: http://www.colorado.edu/GraduateSchool/academics/new_degree_process.html
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Undergraduate Program Proposal Outline
A. Description of Program
1. Describe the basic design of this program, including its level (baccalaureate, masters, doctoral) and the field of study. Is this an interdisciplinary program?
The Media Studies Department is dedicated to examining ways of thinking about and conducting research at the intersection of media, communication and cultural practices in historical and contemporary perspective. Encompassing humanistic, social scientific and artistic approaches to the study of media and culture, and interdisciplinary in its theoretical and methodological approaches, the new degree spans traditional boundaries between theory and practice. It fosters “media literacy” in the broadest sense by providing students with the critical skills to analyze contemporary media and culture, along with technical, aesthetic and intellectual capacities that enable strong media practices.
The Media Studies BA is a 4-year interdisciplinary undergraduate program. The goal of a bachelor’s degree in Media Studies is to prepare students to become intellectually engaged critics of and participants in their media environment through a curriculum that integrates rigorous scholarship and creative media practice. Media Studies students exit the program with a vital edge as well-informed, independent thinkers, and well-rounded, critically engaged and creative professionals.
Students majoring in Media Studies systematically examine traditional media (such as radio, newspapers and television), including their more recently converged manifestations, and the full range of digital innovations that have so radically disrupted and transformed the contemporary media environment. As a discipline it seeks to develop an informed and critical understanding of the ways in which the media influence social, political and economic areas of life, as well as the way they shape our perceptions, attitudes, desires and behavior. It also explores and questions historical, political, industrial, cultural and aesthetic aspects of media, through a variety of media forms, theories and contexts. Media Studies majors examine how different media are produced and how they are used, received and understood by different audiences. They also explore how media products are constructed in response to a range of creative, technological, institutional and cultural conditions.
2. What are the student learning goals of this program? What will a graduate of this program have learned and therefore be able to do? The goals should be sufficiently specific that they can be readily assessed; should the program be approved, the goals should be a basic component of future program review.
Media Studies prepares students for work in research, education, the arts and media sectors. Students who complete the program typically enter the media industries, politics and/or pursue advanced degrees in professional or graduate school. Many
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employers in the media industries prefer graduates who have a humanities and social sciences background that equips them with a range of skills in critical-analytic thinking and expression, rather than a specifically trained pre-professional concentration. A degree in Media Studies prepares students for careers as analysts, evaluators and producers of media messages and policies in government and private industry, and for graduate education in the social sciences, humanities and law. Students gain practical experience by taking media practice and production courses in the department and in other units in the College of Media, Communication and Information, by working in campus media such as the KVCU-AM radio station, the online CU Independent news operation, the Sports Magazine weekly television broadcast, the CU Newsteam televised and online program, and by undertaking internships in a wide range of media outlets and other organization that rely heavily on sustained contact with the traditional media in a network-saturated society. In recent years, Media Studies majors in JMC have interned at the Discovery Channel, Bravo, Late Night with Conan O’Brien, Rocky Mountain Planned Parenthood, The Financial Times, Kenney Marketing and Advertising, Ogilvy Public Relations Worldwide, Aspen Magazine, the Boulder County AIDS Project and KCNC-TV Community Affairs. This practical experience leads students in career directions such as journalism, advertising, public relations, communications, film and video production, and digital and graphic design, and gives them the intellectual and practical foundation to be successful in community and audience development, marketing, policy research and development, and teaching.
B. Concerns to be Addressed
1. Bona Fide Need: Student Demand and Workforce Demand
a. Student Demand: What is the target market? What evidence is there of student demand for this program?
The Media Studies major was created in 1994 as an undergraduate emphasis (“sequence”) within the School of Journalism & Mass Communication (SJMC) and has continued within the current provisional Journalism & Mass Communication (JMC) Program. Because the SJMC/JMC is a professionally-focused, accredited program, its curriculum is shaped by the demands of its national accrediting body, which limits the total number of credit hours students may take within the School, places caps on the number of students in explicitly professional courses, and specifies the type and number of courses that constitute appropriate professional preparation. At its creation, the Media Studies emphasis faced certain restrictions: it was capped at 60 students, it was designed not to dramatically change the existing curriculum or to compromise the journalism accreditation mandates, and Media Studies majors were not permitted to enroll in skills-based courses that were required of students in the professional emphases. Due to these constraints, the number of Media Studies majors has remained at 60 students, although courses taught by faculty identified with Media Studies, such as Media, Culture and Globalization, Television and the Family, Religion and Media, and Gender, Race, Class and Sexuality in Popular Culture, have
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been popular with students in all of the JMC sequences, including Journalism, Broadcast Production and Advertising. The limited access of Media Studies majors to media production courses has made it more challenging to create the dynamic and creative interplay of media theory and practice that students desire, and which is a hallmark of leading Media Studies programs across the United States and internationally. The creation of a Media Studies Department in the new College of Media, Communication and Information—based on a commitment to interdisciplinarity, porosity between units and expanded access to media production courses—will provide an environment conducive to a thriving Media Studies major. With this breakdown of artificial barriers between theory and practice, we anticipate a significant increase in the number of Media Studies majors
Through its socially grounded approach to the study of media, the proposed Media Studies Department’s BA program will not only continue to serve its own undergraduate majors; it will make a major contribution to other units in CMCI by providing the context and concepts for students to understand the field(s) and profession(s) they wish to enter. The Department’s introductory core courses (Media Literacy, Media and Communication History, and Digital Culture and Politics) and its array of more specialized upper division courses, such as Media and the Public, Media Technology and Cultural Change, Media and Cultural Analysis, and Media Entrepreneurship, will serve Media Studies majors as well as students from across the college. We anticipate that providing such “service” instruction will support the curricular needs and student interests of the broader College, and will continue to provide a significant proportion of the teaching responsibilities that the Media Studies faculty have undertaken since the program’s inception. We also anticipate steady and significant growth in the number of students choosing to major in Media Studies at CU Boulder as the College takes shape and gains increasing state and national recognition.
Provide enrollment projections for the program for the first five years in Table 1, following the definitions and directions specified in the table.
Student Demand and Enrollment Projections
Our confidence in the new BA’s attractiveness to students is supported by the proliferation of Media Studies departments and majors in prominent academic institutions such as MIT, the University of California-Riverside, the University of Virginia, the University of California-Berkeley, New York University, Rutgers University, San Francisco University and the University of North Carolina- Greensboro, and in the emergence of programs and departments that combine media and cinema studies (e.g., UC-Santa Barbara, Dartmouth, the University of Chicago, the University of Illinois-Urbana, UC-Irvine, Penn State). Media Studies is in fact a large and growing area of education and research at top universities in the United States and internationally. PhD programs in Media Studies exist at such highly regarded institutions as Columbia University, NYU, the London School of Economics, the University of Pennsylvania, the University of Southern California, the
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University of Chicago and the University of Amsterdam. An example of particular note is the recently established Department of Media, Culture and Communication in the Steinhardt School at New York University. Based on data received from the department, NYU has 750 undergraduates. Since our current Media Studies program has 60 undergraduates, there is clearly room for significant growth.
Full Yr1 Yr2 Yr3 Yr4 Yr5 Media Studies BA Implementat 1a In-state Headcount 40 60 80 120 160 160 1b Out-of-state Headcount 20 30 40 60 80 80 2 .. Program Headcount 60 90 120 180 240 240 3a In-State FTE 40 60 80 120 160 160 3b Out-of-state FTE 20 30 40 60 80 80 4 .. Program FTE 60 90 120 180 240 240 5 .. Program Graduates 12 18 24 36 48 48
/s/ Christopher Braider 3/1/14 Signature of Person who completed the Enrollment Table Date
b. Workforce Demand: What evidence is there of a need or workforce demand in Colorado for graduates of this field?
In Colorado, the Denver-Aurora-Broomfield metro area, along with Boulder and Greeley, were ranked by the Milken Institute among the “Top 15 U.S. Cities that are Driving the Future” in economic performance based on their “booming industries of technology and energy.” Telecommunications and high-tech startups are prominent players in the region’s economy.1 Additionally, Colorado, particularly the Front Range, boasts a strong creative industries presence, which includes artists, writers, photographers, authors and directors in traditional fields as well as those organized around new media technologies. Nationally, the U.S. Bureau of Labor Statistics (BLS) projects employment in media and communication occupations such as editors, public relations, radio/TV announcers, photographers, technical writers and authors, film and video editors and camera operators, interpreters and translators, to rise by 3% to 15 % in the 2008-2018 decade, and employment in the motion picture and video industries to increase by 14%. Media Studies graduates’ strong conceptual and practical foundation makes them well-suited for a range of careers across the communications, telecommunications, high-tech and creative industries.
1 Harrison Jacobs, “The 15 U.C. Cities that are Driving the Future,” Business Insider, Jan. 11, 2014, http://www.slate.com/blogs/business_insider.html
2. Role and Mission Criteria. Is this program congruent with the role and mission of the campus? How does it support the campus's mission? Does it fit with the campus and/or college strategic academic plan? Describe particular institutional strengths in the proposed program area.
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According to its mission statement, the newly formed College of Media and Communication “prepares students for careers as engaged and effective citizens endowed with a deep understanding of the historical and contemporary context of human communication and expression. Challenging the conventional picture of communication as passive transmission, CMCI trains graduates to study and practice constructive interaction.”
The mission of the Department of Media Studies parallels that of the new College: it seeks to foster media literacy in the broadest sense by providing students with the critical skills to analyze contemporary media and culture, along with technical, aesthetic and intellectual principles that enable strong media practices. In the process, the Media Studies BA degree aims to prepare students to become intellectually engaged critics of their media environment through a commitment to rigorous scholarship and creative media practice. Media Studies students will exit the program with a vital edge as innovative, critical professionals and well-rounded, independent thinkers.
One vital component of this degree will be a course that teaches undergraduates not only to navigate and critically evaluate the value of messages in a complex web of information but also learn how to effectively participate in the media as an exercise in responsible citizenship in a democratic society. Using a critical pedagogy approach, this course will lead students to scrutinize their media experiences and acquire new competencies in researching and clearly articulating their thoughts in an evolving multimedia environment.
The faculty of the Media Studies department possess strengths as researchers, teachers and public scholars in the areas of media theory and history, media politics and policy, transnational and global media and culture, and religion and media. They also collectively possess a high level of administrative and service experience in heading academic units, directing graduate and undergraduate programs, chairing and serving on department and campus committees and centers, serving on national and international professional organizations, and communicating their research to the broader public through a range of media and outreach venues.
3. Duplication. Is there duplication with other institutions? If so, are there unique characteristics or features of this program that are not duplicated elsewhere in the state that would justify this program?
We should note, first of all, that the proposed new BA in Media Studies revises a similar undergraduate degree that has already been in existence at UCB since 1994. It does not, therefore, cause any substantial new duplication risk to other programs either here in Boulder or in the state.
Nevertheless, the new BA has unique features that distinguish it from any of its potential competitors. The University of Denver’s Department of Media, Film and Journalism Studies includes an undergraduate emphasis in Media Studies, which also
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notes the value of history and theory. The programs differ in that DU’s includes more film courses but, more importantly, the University of Denver is a private institution with a yearly undergraduate tuition/fees cost of $40,707 for Colorado residents compared to $10,841 for resident undergraduate majors in JMC at CU Boulder. The two institutions therefore do not for the most part compete directly for the same potential students. In addition, the CU Media Studies department is an integral part of a collaborative college in which media, film and journalism students can and will draw on expertise in media production, strategic communication and information science not available to their counterparts at DU. The collaborative reach of CMCI as a whole also explains how CU Boulder’s Media Studies degree differs from the anything currently offered in the College of Arts and Media at CU Denver. As its name implies, UCD’s college focuses on media and art, to the exclusion of all of the other disciplines brought into connection in Boulder’s proposed College of Media, Communication and Information. What is more, UCB’s Media Studies undergraduates will benefit from the presence of both a long-established cohort of seasoned senior scholars and graduate programs that will enrich their experience while also providing role models in the graduate students they will meet as RAs and TAs.
Finally, closer to home, UCB Media Studies has long taught courses in film alongside those offered by CU Boulder’s Film Studies program. This relationship has evolved without conflict since, while Film Studies has traditionally approached the history, analysis and interpretation of film considered as a fine art, Media Studies adopts a wider, more historical and social-scientific perspective, relating film directly to broader and deeper trends in society and culture as a whole.
4. Statutory Requirements. Does the proposed program conform to statutory requirements, such as the 120 credit hour limit for undergraduate degrees and the Student’s Bill of Rights?
The proposed degree conforms to all applicable statutory requirements, the 120 credit hour limit, and the Student’s Bill of Rights
C. Program Quality and Institutional Capacity
1. Admission, Transfer and Graduation Standards
a. Describe the admissions requirements of this program. If they are different from general campus or college requirements, how and why are they different?
Admission requirements for the BA in Media Studies in the Department of Media Studies conform to the general campus requirements as well as those in the newly formed CMCI.
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b. Describe requirements for transfer students. If specific articulation agreements are in place or being considered, these should be described.
Transfer students will be admitted based on the same criteria as other applicants.
c. If enrollments are to be limited, describe the restrictions on enrollments and the reasons for them.
We do not anticipate any enrollment limitation issues.
d. Describe the standards for continuing in the program and the graduation requirements. If they are different from campus/college requirements, how and why are they different?
Standards for continuation in the BA in Media Studies will conform to University requirements, including the 120-hour credit limit, 25 percent of which will represent the CMCI requirements, a minimum 2.0 GPA in all major-related coursework, and upper and lower division requirements.
2. Curriculum Description and Assessment Process
a. Describe the program requirements, including total credit hours, credit hour distribution, methods of delivering the program, field experience, and other pertinent aspects of the curriculum. Explain how this curriculum is like and/or unlike the usual curriculum in this field.
In addition to offering courses about the forms, practices, institutions, economics, politics and social implications of media (radio, film, television, photography, print, digital and electronic), the Department of Media Studies expects to benefit from and contribute to the curricular porosity of the new College of Media, Communication and Information by offering our students a wide range of courses both in and about media design, digital storytelling, digital art/textuality, information science documentary filmmaking, journalism and video production. The department places a significant emphasis on digital media through approaches to their history, theory and technology and their impact upon contemporary life.
BA Media Studies Degree Overview (39 minimum-45 maximum credit hours)
I. Must fulfill College of Media, Communication and Information Core Requirements II. Media Studies Core (12 credit hours/all of the following courses) Media Literacy (3) Media Research (3) Media & Communication History (3) Digital Culture & Politics (3)
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III. Advanced Methods (3 credit hours/one of the following courses) Media Institutions & Economics (3) Media Audiences, Spectatorship & Fandom (3) Media Criticism (3) Methods of Screen Media Criticism (3) IV. Media Practice & Production (6 credit hours/two of the following courses) Photojournalism Principles of Audio Production Photojournalism Portfolio Digital Journalism Multi-Media Journalism for Non-Majors Principles of Public Relations Public Relations Strategy & Campaigns Principles of Video Production Principles of Advertising & Consumer Culture Principles of Journalism & Networked Communication Video Documentary Production V. Area of Emphasis (12 credits/4 courses from any of the following categories) Media, Culture & Politics International and Global Media Multimedia Leadership & Practice Media History Technology & Society Screen & Sound Studies Self-Designed Option VI. Internship (3-6 credit hours) VII. Capstone Project (3 credit hours) VIII. Electives (0-6 credit hours) b. List all the titles of courses that support this program and explicitly identify all new courses being created for this program.
*Existing courses marked by asterisk Core Courses Media Literacy Media Research *Media & Communication History Digital Culture & Politics
Advanced Methods *Media Institutions & Economics Media Audiences, Spectatorship & Fandom *Media Criticism Methods of Screen Media Criticism
Media Practice & Production
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*Photojournalism *Principles of Audio Production *Principles of Video Production *Photojournalism Portfolio *Digital Journalism *Principles of Public Relations *Public Relations Strategies & Campaigns *Arts/Cultural Reporting & Criticism *Principles of Advertising & Consumer Culture *Principles of Journalism & Networked Communication *Video Documentary Production
Additional Courses (for Areas of Emphasis and Electives) Media Management Media Entrepreneurship *Children & Media *Contemporary Media Analysis *Gender, Race, Class & Sexuality in Popular Culture *Asian Media & Culture *International Media & Global Crises *Media & Popular Culture *Media & Crime *Media & Culture *Media & Religion *Media & the Public *Media Ethics *Media Institutions & Economics *Media Law & Policy *Media, Culture & Globalization *Reporting Wars, Disasters & Peace *Television & the Family in American Culture Acoustic Dimensions of Media & Communication Contemporary Issues in Documentary Media Cultural Industries Documentary Expression and Social Change Electronic Media History: Network TV to the Digital Era Electronic Media History: Telegraphy to Early Television Hacker Culture and Politics Historical Overview of Media Practices Interactive Digital Cultures Islam, Popular Culture, and Media Media Activism and Social Movements Media and Identity Media Technology and Cultural Change Political Communication Race and Media
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Rap, Politics, and Identity Screen Culture and Globalization Screening Postcolonialities Space, Media, and Identity Storytelling in Film & Media Theories & Practices of Visual Culture Theories of Popular Culture Video Games: Culture and Industry Visual Culture and Image Theory Youth Media: Culture and Politics
For further information about course offerings, see:
Appendix A: Media Studies BA Course Descriptions, and
Appendix B: Media Studies BA Concentrations + Courses c. Provide a sample curriculum, including all required courses. If there are several tracks or options, include sample curricula.
Sample Media Studies BA Curriculum
1st year Fall and Spring Semesters: General CMCI core requirements
2nd year Fall Semester Media Literacy (MDST core req.) Media & Communication History (MDST core req.) CMCI core requirements
2nd year Spring Semester: Media Research (MDST core req.) Digital Media & Culture (MDST core req.) CMCI core requirements
3rd year Fall Semester: Principles of Public Relations (MDST Practice req. 1) Media Management (Area Emphasis req 1: Multimedia Leadership & Practice MLP) History of Media Practices (MLP Emphasis req. 2)
3rd year Spring Semester: Digital Newsroom (MDST Practice req. 2) Media Institutions & Economics (MLP Emphasis req. 3) Media Audiences, Spectatorship & Fandom (MDST Advanced Methods req.) Media Law & Policy (MLP Emphasis req. 4)
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Summer between 3rd and 4th year: Internship (MDST req.)
4th year Fall Semester: Video Games: Culture & Industry (MDST Elective) Media, Culture & Globalization (MDST Elective)
4th year Spring Semester: Media Entrepreneurship (MDST elective) Capstone Project (MDST req.)
d. Describe the assessment plan for this proposed degree. (This section should be related to the student goals outlined in II. A. 2.) The assessment plan should include the goals and objectives of the program for student learning and what knowledge, intellectual capacities and skills will be developed by this curriculum. Describe the assessment tools that will measure how well the program fulfills these goals and objectives. The plan must describe how the department will use student outcomes information and any feedback from employers or from licenser and other testing scores to change teaching methods and/or the curriculum.
Students in the Media Studies BA program will be assessed using the same rationale and measurement strategies currently used in JMC. That assessment plan is intended to show what we want our students to learn, how we will determine whether we are succeeding in those intentions, and what actions we will then take to make improvements over time based on the information we collect. It is a faculty-led, ongoing effort that measures 13 competencies each year, through both direct and indirect measures.
• Our Direct Measures include (a) professionals’ and alumni’s critiques of students’ work products, (b) supervisors’ evaluations of interns and (c) “concept assessments” that generally follow the form of pre- and post-instruction testing. • Our Indirect Measures are (a) annual surveys of recent alumni, (b) exit interviews with a handful of graduating seniors each year and (c) student responses to Items on items 5, 6 and 7 on the university’s standard Faculty Course Questionnaire (FCQ), for all appropriate courses in each semester.
At the beginning of each Fall Semester, the faculty member who chairs the assessment process will summarize the findings from the three direct measures and three indirect measures, and submit the report to the Department’s Curriculum Committee. The Curriculum Committee will discuss the report with the department chair and make recommendations to the faculty concerning revisions in instruction, syllabi or curriculum.
3. Professional Requirements or Evaluations
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a. Where pertinent, describe any regional or professional accrediting association or licensing requirements that have helped shape the curriculum of the proposed program. Specify the effect of these requirements on the length of the program, restrictions on program content or mode of delivery; and any budgetary requirements, such as minimal staffing levels, and equipment needs.
No accreditation is currently planned.
b. Identify timetables that have been established to meet the requirements, if needed.
No accreditation is currently planned.
c. Describe the qualifications of the proposed programs’ faculty. Include in an appendix short vitae (one-page) for the faculty who will teach regularly in this program.
Since the core focus of the Department of Media Studies is academic, and since the department offers both Master’s and doctoral degree programs, faculty must normally possess the PhD in an appropriate discipline. For examples, see Appendix C: Media Studies Faculty Bios
4. Institutional Factors
a. Describe how this program will contribute to achieving the department's and campus's diversity goals.
The BA in Media Studies will follow CU Boulder’s and CMCI’s diversity guidelines and goals in faculty recruitment and hiring (the originating 10 faculty in the Department of Media Studies include 4 women, 6 men and 3 faculty of color) and in recruitment of graduate and undergraduate students. These recruitment goals are supported by a curriculum that includes a number of courses with specific focus on diversity issues (e.g., Gender, Race, Class, Sexuality and Media; Islam, Popular Culture & Media; Media & Identity) and a core curriculum in which every course emphasizes diversity (gender, race, ethnicity, religion, class, sexualities) as well as global/international affairs. The Media Studies Department will also maintain and develop a relationship with the current JMC’s Multi Ethnic Media Organization (MEMO), a group designed for students of diverse backgrounds that provides resources for scholarships, networking and community engagement.
b. How will the implementation of this program affect other instructional, research, or service programs in the institution? How will it affect other campuses?
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We believe it will play a central role in supporting the other units and departments within CMCI by supporting the curricular needs and student interests of the broader College and by providing the context and concepts for students to understand the field(s) and profession(s) they wish to enter. It will also provide an opportunity to expand their understanding of media and society for CU Boulder students in Colleges and Schools outside CMCI. We do not anticipate it affecting other campuses in the CU system.
c. How will the implementation of this program affect existing resources, including library, computer, and laboratory resources?
The BA in Media Studies will be located administratively within CMCI and thus draw largely on its computer and laboratory resources, but the students in the program will use the campus libraries and OIT resources, much as current Media Studies majors in JMC do now.
d. Describe any formal relationships with other parties that are anticipated, such as inter-institutional arrangements, resource sharing, cooperative programs, clinical affiliations, etc. Describe and explain the type and extent of the relationship and the resources provided by the affiliating institution. A copy of any draft contracts or agreements should be included in the Appendices.
The Department of Media Studies will establish collaborative relationships with the Technology, Arts & Media program in that our students will take courses in TAM, and we will welcome and make space in our courses for students outside Media Studies who wish to take our courses. And as we implement new courses we will seek to have them included in the TAM certificate program. We will also have cooperative/collaborative relations with the Center for Media, Religion and Culture (CMRC) and the Center for Environmental Journalism (CEJ) that will be housed within the College, including: UROP opportunities for Media Studies undergraduates to enable students to participate in professional-level seminars, projects and conferences. The relationship with the Center for Religion, Media and Culture is particularly strong in that both of its directors are members of the Media Studies faculty. The Department also hopes to have cooperative relationships with the Brakhage Center for the Media Arts and with the ATLAS Center for Performance and Media Arts, sharing technical, academic and instructional resources with them.
5. Physical Capacity and Needs
a. Provide space estimates for program space requirements in Table 2 based on existing and five-year space planning assumptions and program size data from curriculum and student load projections and projected use of special or dedicated facilities, such as laboratories. The Vice Chancellor for
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Administration, or other relevant campus officer, must sign this Table to certify the accuracy of the information it contains.
The proposed degree program can be fully implemented and accommodate the enrollment projections provided in Table 1 without requiring additional space or renovating existing space during the first five years.
b. In the body of the application, describe program delivery and program space requirements, identifying additional space or equipment needs. When significant capital construction or equipment needs are anticipated, please provide additional information and explanations.
c. If program space requirements mandate additional facilities or significant renovation, summarize (1) alternate solutions considered, including, where relevant, leasing or renting space and new construction, and (2) conclusions from relocation and operating cost analyses that indicate the best use of resources. Operating costs, as well as space efficiency, should be considered. Explain contingency plans for operating the program in the event that capital construction funds are delayed for implementing the Facility Program Plan.
Although we assume that, at some stage after the appointment of a permanent Dean, there will be a capital campaign to fund either a new building or renovate existing building space on the Boulder campus, we do not expect any relocation measures to be taken in the first few years immediately following the establishment of the College. We assume that Media Studies faculty, graduate assistants and administrative staff will be located in the Armory building.
6. Cost Description and Source of Funds
a. Report cost estimates and sources of funds for five years in Table 3, using the definitions and instructions provided with the table. All cost and revenue projections for the five years should be given in constant dollars, i.e., do not include an inflation factor.
b. Program costs include both operating and capital start-up needs. Estimates of operating costs should be based on the delivery of the courses and services defined for the program. Administrative costs must also be factored in. Program budgets should be calculated in a realistic manner. For example, additional work generated by the operation, management, and oversight of a new program should not be claimed to be absorbed into the workload of existing staff and faculty without an explanation of what other work will be reassigned or discontinued to make room for the new workload.
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Table 3. Revenue and Expense Projections
Tuition revenue is generated by multiplying current JMC tuition rates by expected enrollments at a 2 to 1 ratio of residents to non-residents. Fees are estimated at the rate of existing JMC fee charges. Other revenue is from average, per-student Graduate School fellowship grants. Institutional Reallocation is modeled on an expected average fee of $10,000 per student overhead charge by the campus according to planned bachelors tuition models.
Projected Revenue
Year 1 Year 2 Year 3 Year 4 Year 5 Enrollment Revenue Cash Revenue: Tuition $987,560 $1,481,340 $1,975,120 $2,962,680 $3,950,240 Cash Revenue: Fees $26,400 $39,600 $52,800 $79,200 $105,600 Other Revenue $17,000 $17,000 $17,000 $17,000 $17,000 Federal Grants Corporate Grants/Donations $130,909 $161,080 $181,796 $222,319 $249,810 Other fund sources Institutional Reallocation (explain) -$493,780 -$740,670 -$987,560 -$1,481,340 -$1,975,120 TOTAL PROGRAM REVENUE $668,089 $958,350 $1,239,156 $1,799,859 $2,347,530
Faculty expense is derived by estimating the new faculty and instructor hires necessary to cover anticipated course offerings. These faculty are priced at current average costs of existing JMC faculty. Instructional materials are equal to fees collected and administrative expense is based on this degree program’s share of CMCI’s total administrative expense.
Projected Expenses
Year 1 Year 2 Year 3 Year 4 Year 5 Operating Expenses Faculty $452,631 $678,946 $905,262 $1,357,893 $1,810,524 Financial Aid specific to program $42,210 $77,017 $105,525 $159,831 $212,984 Instructional Materials $26,400 $39,600 $52,800 $79,200 $105,600 Program Administration $40,085 $57,501 $74,349 $107,992 $140,852 Net of Campus Overhead Rent/Lease Other operating * Total Operating Expenses $561,326 $853,064 $1,137,936 $1,704,915 $2,269,959 Program Start-Up Expenses Capital Construction $60,000 $90,000 $26,667 $30,000 $26,667 Equipment Acquisitions Library Acquisitions Total Program Start-Up Exp. $60,000 $90,000 $26,667 $30,000 $26,667 TOTAL PROGRAM EXPENSES $621,326 $943,064 $1,164,603 $1,734,915 $2,296,626
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The proposal must include a written statement from the Dean verifying the adequacy of resources to support the new program, as outlined in the program’s budget, and confirming that projected resources are reasonable.
Please see statement by Provost Russell Moore.
7. Other Relevant Information
8. Reviewers Comments
Include a copy of the external evaluator's comments and specify any changes that were made in response to the evaluation. If the evaluator suggested changes in the program that are not being made, explain why.
Please see external letters for both the BA and the MA at the end of this section.
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Appendix A: Media Studies BA Course Descriptions
Media Studies Core
Digital Culture and Politics (3) This course focuses on the implications of digital culture for possibilities of political participation and an informed and engaged citizenry. Digital communications arguably offer a range of affordances and access to networks of information unavailable heretofore. But does this abundance of information necessarily translate into greater political engagement and civic participation? Through critical analyses of case studies, this course interrogates the connections between technology, media participation, and political possibilities. (Prereq. Media Literacy)
Media and Communication History (3) Examines the historical development of various communication technologies (printing press, photography, film, radio, television, computers, Internet); their impact on culture (forms of expression and social relationships); and their relation to various conceptions of the public (citizens, audiences, consumers, markets). Draws on history to explore current issues in media, popular culture and their relation to public life.
Media Literacy (3) This foundational course introduces students to the literature about and direct experience of a wide range of media with the goal of developing a high level of media literacy. Helps students makes sense of and control their media environments and develop a critical approach to understanding and creating media. Provides the research foundations and practical methods to control attention, attitudes and tools necessary for critical consumption of information, best practices of individual digital participation and collective participatory culture, the use of collaborative media and methodologies, and the application of network know-how to life online.
Media Research (3) Surveys the most commonly employed methods of media research, both quantitative and qualitative. Examines the basic statistical terms and concepts used in social science research methods. Explore the general logic and data gathering and analysis techniques in humanistic inquiry. With hands-on experience conducting small research projects, this course also discusses the power and limitations of research methods, both quantitative and qualitative. (Rereq. Media Literacy)
Media Practice/Production
Digital Journalism (3)
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Builds digital production skills through the creation of multimedia project. Applies media theory to evaluate digital media content and explore how digital forms influence the news industry, politics, culture, and society. (Prereq. Principles of Journalism & Networked Communication)
Photojournalism I (3) Introduces the basic elements of visual communication. Covers the use of camera systems, digital imaging techniques and other aspects of photojournalism including law, ethics, history and critical decision-making.
Photojournalism Portfolio (3) Advanced course intended to give students a forum in which technical skills will be brought to standards; they will produce a polished portfolio of work to present to editors and buyers. (Prereq. Photojournalism I)
Principles of Advertising & Consumer Culture (3) Explores creative and strategic thinking plus the nature and functions of promotions, event-marketing, public relations, and advertising and their growing interdependence in a changing media landscape. Considers technology's impact and the effect of commercial culture on an increasingly diverse society.
Principles of Audio Production (3) Introduces audio production techniques using digital technologies. Students learn to apply fundamental principles to create professional radio and online programs including podcasting.
Principles of Journalism & Networked Communication (3) Surveys the history, practices and responsibilities of journalism in a democracy. Examines ethics, best practices in institutional and network settings, reporting and writing, international news systems, personal branding, and strategies for creating and distributing content across media platforms. Promotes the highest professional values and encourages students to be leaders who recognize the possibilities of journalism in a democratic society.
Principles of Public Relations (3) Introduces the economics, ethics, history, impact, practice, and social context of the public relations industry in America. Includes an analysis of public relations in agencies, corporations, political campaigns, social service organizations, universities, and other venues. Emphasizes writing for public relations, including fact sheets, press releases, reports, and speeches.
Principles of Video Production (3) Emphasizes the use of video technologies in both field and studio production, camera and editing work, producing and directing for professional program production.
Video Documentary Production (3)
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Gives students the experience of researching, writing, shooting and editing their own documentaries. (Prereq. Principles of Video Production) Internship
Internship (1-3) Structured, supervised, short-term educational training in media and communication related fields in which students perform tasks and duties within a professional organization to gain knowledge and experience. Students are supervised and evaluated by both employers and professors.
Capstone Project
Media Studies Capstone Project (3) Students reflect on their learning in the major and produce research representative of their experience. Capstone projects are can take multiple different forms from experimental films, audio documentaries, research papers, short narrative projects, television pilots, screenplays, and short documentaries. (Prereq. Senior/4th year standing)
Area Emphasis and/or Elective Courses (Prerequisite fulfillment of MDST core. Courses that fulfill Advanced Methods requirement indicated with *)
Acoustic Dimensions of Media and Communication (3) This course is intended as a broadly based introduction to the field of acoustic communication, i.e., to the study of sound, its behavior, uses, effects, and design in social, cultural, environmental and media contexts. The topics to be presented will include acoustics, psychoacoustics, environmental acoustics and acoustic design, soundscape studies, electroacoustic media, noise in the community, language and sound making, as well as theories of sound cognition and information processing. The course also addresses questions of ownership, property, authorship, and copyright in the age of digital file sharing. Particular focus on how the sound/noise boundary is imagined, created and modeled across diverse sociocultural and scientific contexts.
Asian Media and Culture (3) Offers an understanding of the various people, cultures and nations of Asia through their media systems. Provides a critical overview of the historical, cultural, social, political and economic dimensions of East Asian communication systems in today's digitally connected/disconnected world.
Children and the Media (3) Examines the concepts of children and childhood from the historical, social, cultural, economic and political perspectives. Explores the interaction between media and the socialization and cultivation process of children and youth. Many theoretical traditions will be used as a framework to study a variety of issues within the topic of children, youth and the media.
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Contemporary Issues in Documentary Media (3) This course explores cross platform documentary media practices and contemporary debates in documentary through a study of documentary history, genre, ethics and changing forms. It develops skills in critically analyzing documentary cinema. Students present documentary case studies via screenings and analysis using contemporary documentary film scholarship.
Cultural Analysis in the Mediated Public Sphere (3) Considers the ways that contemporary societies and cultures are shaped by, or exist as a function of, the public circulation of media. Examines important cultural domains including education, the arts, civic practice, political discourse, religion, and business for evidence. Introduces techniques and contexts through which citizens, cultural authorities, and others can bring critical analytic skills to bear in understanding and improving contemporary cultural meanings and discourses.
Culture Industries (3) Examines the histories, locations, and impacts of the institutions at the center of contemporary culture. Considers those institutions as economic and political, but more importantly as cultural forces, analyzing their role through careful review of theories of culture from a variety of fields and considering contemporary cases.
Documentary Expression and Social Change (3) In a time of ever-growing enthusiasm for the documentary form, both among the public and film professionals, this course explores how local, national and international filmmakers use documentaries to provide cultural observation, education, entertainment and memories with the hope of making sense of, and transforming, the realities of contemporary societies. The course emphasizes contemporary issues and practices in the production of documentaries, including the participatory means such as the crowd- sourcing of documentary footage, and the use of newer, non-theatrical means of distribution, including YouTube, Vimeo and other digital outlets.
Electronic Media History I: Telegraphy to Television (3) Surveys the evolution of electronic media from its earliest forms to the emergence of television. The growing role of these media across the first half of the 20th is investigated for what that history can tell us about the emerging integration of the media into contemporary domestic, public, and political life. The history of the regulation of these media is looked at in relation to their formation as industries.
Electronic Media History II: Television to Digital Media (3) Surveys the development of the electronic media from the television era to the digital era. Investigates these developments through consideration of the markets, interests, politics, creative logics and consumption practices that have defined them. Probes this history for the dimensions that define the landscape of the digital era, with special attention to the economic and structural systems that underlie it.
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Gender, Race, Class & Sexuality in Popular Culture (3) Studies the construction, interconnections, and replications of gender, race, class, and sexuality in popular culture and how these constructs become cultural norms and mores. Uses critical methods with a focus on producing responsible viewers and readers.
Hacker Politics and Social Change (3) This course focuses on the ethics and practices of hacking and critically examines its impact on culture, politics and social change. Through a close review of hacker activities and sites locally and globally, this course explores the changing nature of hacking culture and its representation in mainstream journalism, academia and popular culture. This course will focus on an in-depth analysis of two important sites: Wikileaks and Anonymous.
Historical Overview of Media Practices (3) Examines historical and cultural discourses in the formation of particular practices with emphasis on directions in independent media production and distribution. This course examines both conventional and alternative practices such as performance and media; regional and experimental cinema, media art, and their aesthetic alignment to cognate movements in modernist art, and post-modernist practices in arts and culture.
Interactive Digital Cultures (3) This course examines how the use of interactive media has changed the classical dynamics of human communication. This paradigm originates in the interface, as it allows multidirectional, non-linear, multimedia communication. In this course, students will study the various aesthetic, narrative, emotional and cultural elements of the interface in video games, the web, and hypermedia.
International Media and Global Crises (3) Examines strengths and limits on medias role in globalized crises (e.g. financial, climate change, health) in light of changing distribution of global power. Introduction to current crises; context-analytical approach to media technologies, financing and uses; application to national cases.
Islam, Popular Culture & Media (3) This course explores the shifting contours of cultural and religious Muslim identities through media representation and production in Muslim-majority countries and in the West. Using popular culture as a complex site of struggle, this course examines how Muslims address questions of gender, ethnicity, class, democracy, sexuality, religion, and modernity in a variety of media forms and practices.
Media Activism & Social Movements (3) Examines the implications of a corporate-dominated and highly commercialized media system on the state of democracy. Explores citizen-based media reform campaigns and alternative media as a site of possible counter-hegemonic cultural and political practice.
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Studies social movement theories and their application in the contemporary emergence of democratic media activism.
Media & Crime (3) Course addresses a range of issues from within a variety of literatures that consider the ways in which the media cover crime. Those literatures are particularly drawn from sociology and the emergent, and increasingly dominant, field of cultural criminology. The focus of the class is to get students to think of "crime" as a constructed and mediated concept and set of narratives that often create problematic public "understandings."
Media & Culture (3) Examines culture in the form of discourse, symbols, and texts transmitted through the media. Explores the relationship between such mediated culture and social myth and ideology.
Media & Identity (3) Investigates literatures in sociology, anthropology, psychology, and cultural studies for insights into the ways that modern media shape—and are shaped by—identities. Considers the dominant discourses of identity (including debates about values and the sources of identity) for insights into how identities emerge in relation to social and cultural values and cultural histories both domestically and internationally. Considers contemporary theories that place identity at the center of social practice today and probes how media and media cultures are both sources of and results of such practices.
Media & the Public (3) Provides an overview of how publishing in print and electronic forms has been tied closely to democratic ideals for centuries. Explores how the idea of the public is central to the theory and practice of media politics, and how the contested concepts of "the public sphere" and "public opinion" have long been linked to debates about the proper relationship between media and democratic citizenship.
Media & Religion (3) Considers the ways that media and religion interact in contemporary culture. Surveys emerging theories of the mediation of religion, and contemporary scholarship on the emergence of new forms and practices of religion that are shaped by, or made possible by, the media. Journalism about religion is also examined and critiqued, with attention to evidence of how news of religion influences religious meaning, practice, and institutions. Important cases and phenomena from The US, Europe, and beyond are considered, with particular attention to how the circulation of religion through media influences knowledge about religion among domestic and international publics.
Media Audiences, Spectatorship, and Fandom (3) Reviews contemporary knowledge about media audience practices. Examines the important literatures in the field of audience studies and its evolution as a discipline. Introduces methods of investigation and analysis of audience practices, and considers evolving definitions of “audience” as mediated publics themselves articulate new ways of using media, from spectatorship and fandom to emerging practices of social media
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engagement. Considers contemporary systems of media audience research, both academic and commercial, for insights into how media reception is shaped by what is publicly circulated about it as a social phenomenon. *Media Criticism (3) Reviews the evolution and emergence of media criticism as a field of study. Introduces important theories, philosophies and debates in the understanding of media criticism. Surveys and gives students practice in key techniques and contexts through which critical analysis of media can be engaged to understand media and their role in our society.
Media, Culture and Globalization (3) Surveys the political and economic structures of media system in developed and developing countries and discusses the impact of privatization, ownership consolidation, and globalization on the flow of information across national borders. Also looks at how global media flows and counter-flows affect conceptions of nationhood and cultural identity.
Media Entrepreneurship (3) Surveys the important literatures in the study of entrepreneurship. Examines various techniques, skills and knowledge necessary to create and shape one’s own media career. Studies the basic principles of self-employment in media industry. This hands-on class also helps students develop a media business plan ready to be implemented in this age of digital media. Media Ethics (3) Provides students with an overview of the theories, ethics codes, and analytical models that are used in journalism, public relations, advertising and other forms of public communication. Introduces students to a variety of ethical issues that can arise across media professions, as well as the industry practices that can lead to ethical lapses, and teaches students how to challenge those practices.
*Media Institutions & Economics (3) Focuses on the institutions and practices of the media industries. Surveys and provides methods of researching the histories, structures, and activities of these organizations and the contemporary issues surrounding them. Media Law and Policy (3) Studies state and federal laws and court decisions that affect the media in order to develop knowledge of media rights and responsibilities and an understanding of the legal system. Media Management (3) Surveys the history and evolution of media as a business. Considers the contemporary social landscape in which media business operates. Examines management theories and applies them to operational aspects of media such as programming, marketing, research and sales.
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Media Technology and Cultural Change (3) Reviews various “grand theories” of media technology, from McLuhan onward, considering their claims as well as important critiques. Evaluates various recent and contemporary examples of such talk, including that surrounding the emergence of the digital and social media. Compares the historical with the contemporary discourses, applying critical resources to an assessment of what is known and unknown about how changes in media lead to changes in cultures and societies.
Mediation, Space, and Identity (3) Examines fundamental questions of how mediated communication interacts with, constructs, and challenges space and geography. Considers important historical cases, including the history of European exploration, drawing insights into how contemporary media circulations are rooted in, or may resist, that legacy. Investigates generative ideas and emerging literatures, including Post-colonial and other critical literatures, for evidence of how identities are shaped, both domestically and internationally, through global media.
*Methods of Screen Media Criticism (3) Reviews the developmental history of screen media and introduces various methodological approaches in the investigation and analysis of the content and context of screen media products. Critically examines the production and consumption cycles in visual culture, such as film, television, videogames and music video, through diverse methods.
Political Communication (3) Surveys the key literatures in the field of political communication and its evolution as a field of study. Investigates how media presentation and representation of information and events influences the actions of citizens and political outcomes of movements, governments, and ultimately our society.
Race and Media (3) This course examines the social construction of race and racial identity in media images, narratives and production. Using theories of cultural studies, media studies, and race studies, this course explores public discourses around assimilation, racial integration, the politics of representation and invisibility, hybridity, and mediated racial and ethnic identities. This course will look at both representations of race in mainstream and alternative media as well as media productions by various ethnic communities.
Rap, Politics, and Identity (3) This course focuses on the art, culture and politics of rap music and how various groups and iconic individuals have transformed this music genre into a significant form of social and political protest. Students will analyze rap in relation to identity construction, gender, race, sexuality, violence, and commercial culture. This course will also explore the use and significance of rap music outside the US.
Reporting Wars, Disasters & Peace (3)
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Explores how journalists report international breaking news with a focus on war, disaster and peace and how these news events affect peoples' lives, governmental decisions and news media operations.
Screen Culture and Globalization (3) This course examines the formation of screen cultures (narrative, experimental, documentaries and multi-media video art) in the context of the cultural globalization of the moving image. Through lectures, seminars and research projects students will explore the formation and evolution of screen cultures on various platforms such as traditional films, web environments, video art, gallery multi-channel installations and the moving image on mobile cell phone interfaces.
Screening Postcolonialities (3) This course explores how postcolonialism is imagined and mediated through a multi- faceted culture of screens, visuals and other performance arts. Engaging with theories of globalization and multiple modernities, this course focuses on how postcolonial experiences are expressed today through a contested politics of representation, new global media systems and contra-flows of information and cultural products. The goal of this class is to provide a historical and political context to the ways in which non-Western societies and subjects deal with and address questions of colonial, neocolonial, and imperial power relations today through a complex and creative engagement with photography, satellite television, and social media.
Storytelling in Film & Media (3) Explores how narrative forms work differently and feature their own particular techniques of storytelling among film, literature, television, and digital media. Drawing from theories of narrative, which examines the structures, techniques, creative practices, and cultural impacts of storytelling, this course explores how different media offer possibilities for producers and consumers to tap into the central human practice of storytelling. Also gives students opportunities to create multimedia stories.
*Theories & Practices of Visual Culture (3) Surveys the emerging field of visual culture studies. Looks at important literatures and sources in cognitive science, aesthetics, art history, communication, and anthropology. Literatures focused on practices of revelation and looking in domains from cinema to journalism to visual practice in social media are introduced. Theories of the visual and the image are brought to bear on analyses of contemporary phenomena and practices in the media sphere.
Theories of Popular Culture (3) This course introduces students to some of the most important critiques of culture and the theories that have shaped our perceptions of everyday culture. Through a critical perspective, it provides a historical understanding of changing notions of the popular and how they compare with contemporary forms of popular culture. This course looks at mainstream as well as marginal theories of popular culture and critically assesses their social, cultural and political significance.
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Television & the Family in American Culture (3) Examines the history and character of two central institutions in American society--the family and television--to gain deeper understanding of their formative and enduring roles. Topics include: intersecting histories of the family and television; economic logic of the TV industry and programming; representations of the family in television programming; how families use and interact with television.
Video Games: Culture and Industry (3) This course explores the history, social impact, political economy and cultural implications of the video game industry. It addresses fundamental connections between gaming and literacy, politics, race, gender, identity, and social issues. Through a critical survey of game studies literature, this course approaches games as cultural texts and aesthetic forms of expression and students are expected to develop a critical understanding of their impact on society.
Youth Media: Culture and Politics (3) This course examines sociological approaches in the study of youth cultures and their interaction with media and popular culture. It focuses on how young people use and produce media in a rapidly shifting communication environment defined by emerging digital literacies and participatory culture. The course critically analyzes youth media production and representation around themes such as youth styles, gender, ethnic and political identities, youth consumer culture, youth social behavior, and other trends.
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APPENDIX B: BA CONCENTRATIONS AND COURSES
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Media Literacy x Media Research x x Media and Communication History* x Digital Culture and Politics x Acoustic Dimensions of Media & Communication x X x x Asian Media & Culture* x X x x x Children & Media* x X x x x Contemporary Issues in Documentary Media x x Cultural Analysis of the Mediated Public Sphere x X x Cultural Industries x X x x Digital Journalism* x x x Documentary Expression and Social Change x X x x Electronic Media History: Telegraphy to Early Television x X x x x Electronic Media History: Network TV to the Digital Era x X x x x Gender, Race, Class and Sexuality in Popular Culture* x X x Hacker Culture and Politics x X x Historical Overview of Media Practices x x x Interactive Digital Cultures x x x International Media & Global Crises* x X x Islam, Popular Culture, and Media x X Media Activism and Social Movements x X x Media and Crime* x x Media and Culture* x X X x x Media and Identity x X x Media and Religion* x X x
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Core Methods Media, Internation Multimedi History, Screen Culture & al & Global a Technolog & Sound Politics Media Leadershi y & Studies p & Society Practice Media and the Public* X x x Media Audiences, Spectatorship, and Fandom x X x x Media Criticism Media Entrepreneurship x Media Ethics* X x x x x Media Institutions & Economics* X x x x Media Law and Policy* X x x Media Management x Media Technology and Cultural Change X x x x x Media, Culture and Globalization* X x x Mediation, Space & Identity X x x Methods of Screen Media Criticism x X x Photojournalism I* x x Photojournalism Portfolio* x x Political Communication X x x x Principles of Advertising & Consumer Culture* X x Principles of Audio Production* x x Principles of Journalism & Networked Communication* X x Principles of Public Relations* x x Principles of Video Production* x Public Relations Strategy & Campaigns* x Race and Media X x x Rap, Politics, and Identity X x x Reporting War, Disasters & Peace* X x x x Screen Culture & Globalization X x x
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Core Methods Media, Internationa Multimedia History, Screen & Culture & l & Global Leadership Technology Sound Politics Media & Practice & Society Studies Screening Postcolonialities X x x Space, Media, and Identity X x Storytelling in Film & Media X x x Theories & Practices of Visual Culture x X x x x Theories of Popular Culture X x x TV and the Family in American Culture & Society* X x Video Documentary Production* x x Video Games: Culture and Industry X x x x Visual Culture and Image Theory X x Youth Media: Culture and Politics X x x x
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