No Cheering in the Press Box! Sports, Media and the American Experience

UGS 303 Fall 2020

Discussion groups (all times on Friday) section / time / modality / teaching assistant

61560 9-10 Online 61565 10-11 Online 61570 11-12 Online

61575 2-3 Online 61580 3-4 Online 61585 4-5 Online

Lecture 2 p.m. to 3 p.m. MW online

Zoom link Instructor Kevin Robbins

Office hours Noon-2 p.m. MW drop-in online, or by appointment

Zoom link

Telephone 512-750-2835 (mobile)

Email [email protected]

Twitter @kdrobbins

Welcome, one and all, to No Cheering in the Press Box. I regret that this course is online only this semester. But we will not merely make do. We will make this experience, one of your first as a student at this fine institution, a very good one. It’ll be collaborative, energetic, fun, insightful, inspiring, practical, provocative, surprising, valuable and, I hope, memorable. We will make the best of our situation.

As your instructor in this course, I am here for you. I am your biggest supporter, your loudest cheerleader, your fiercest advocate and most caring critic. That is my promise and my pledge. Between myself and our two outstanding TAs, the three of us have enjoyed and endured A LOT in our respective college experiences. There’s nothing we haven’t seen. Use us. We can help.

Signature Course mission: The Signature Courses at the University of Texas at Austin will connect students with distinguished faculty members in unique learning environments. By way of this rigorous intellectual experience, students will develop college-level skills in research, writing, speaking and discussion through an approach that is both interdisciplinary and contemporary.

University Lecture Series: Designed to create a campus-wide conversation, this series gives first-year students an opportunity to interact with leading members of our faculty – scholars, scientists and civic leaders are are nationally and internationally renowned. You will attend at least one of these lectures as a requirement of this course.

Course description

When learn about sports through the media – a newspaper, a magazine, film, television, radio, a blog, a podcast, a website, even Snapchat – what do you seek and what do you get?

Is it winners and losers? Is it more?

The best sports media should give us more. They (the word “media” is the plural form of the singular “medium” and means a range of things, including the news media, which includes journalism) reflect important and substantial ideals, priorities and values. They touch universal themes such as (from broad to specific) humanity, community, family, individualism and, among individuals and groups, the nature of rivalry and the nature of common cause. Through sports, the media explore cultural and social concerns such as art, class, faith, fashion, gender, identity, labor, law, music, politics and race.

Sports, and the manner in which sports are portrayed in the media, tell us who we are and where we are. And that’s what this class is about.

Course objectives

At the end of our semester together, you will be able to:

-- Explain the roles, duties, responsibilities, limitations and ethics of a free press.

-- Identify the different functions of sports media.

-- Identify the larger cultural and societal themes at work in media portrayals of sports.

-- Think about sports media with more critical levels of analysis and discernment.

Grades

Two writing assignments (20 points each) 40 points Three exams (worth 10 points each) 30 points University Lecture Series response 10 points Online oral presentation 10 points Citizenship 10 points

Scale

A 94-100 C+ 77-79.9 A- 90-93.9 C 74-76.9 B+ 87-89.9 C 70-73.9 B 84-86.9 D+ 67-69.9 B- 80-83.9 D 64-66.9 D- 60-63.9

Exams

We will have three exams, each worth 10 points toward your final grade. Each exam will consist of 20 questions, multiple choice and true/false, worth half a point each. Exams will cover material from each previous segment of the course. Such material includes lectures, readings and other media assigned, both in class and out of class. Exams will not be comprehensive. There is no comprehensive final in this course.

Remember this! Students may use notes, the internet and assigned reading materials during the taking of exams.

In other words, our exams are “open-book” tests – except that we don’t have a book!

Writing assignments

Assigment I: Choose an inductee from the Texas Sports Hall of Fame website (https://www.tshofinductees.org/). Research that individual to identify how his or her life and/or career transcended sport. Perhaps your subject was a pioneer in race relations or gender equality. Maybe he or she was responsible for some kind of systematic change. Maybe they established a foundation or charity. We’re looking for an unfluence a sports figure had on society, not just sports.

Due date: 11:59 p.m. Friday, Sept. 25

Assignment II: A personal reflection on “Medora” (see prompt in course schedule)

Due date: 11:59 p.m. Friday, Oct. 23

Remember this! All writing assignments are to be submitted to Canvas. No exceptions please.

The rubric for both assignments:

Clarity (five points) Organization (five points) Reporting depth and scale of research (five points) Grammar, punctuation and syntax (five points)

The idea behind both assignments: Show us who you are. Show us how you think. Stretch.

These assignments represent your opportunity to approach, or even accomplish, those three ideals. Please do not think there is an expected “way” to do these assignments. But do, please, do be convincing.

In these assignments, you’ll present your own analysis and conclusions, with an emphasis on original and critical thinking. Allow your own writing voice to emerge. The four pillars of great writing are clarity, economy, organization and depth of research (in journalism, we call that “reporting”). Use facts to support your conclusions. Do not plagiarize (in journalism, we call that “stealing,” and it’s an offense that’ll get you fired). Have fun. Take (smart) risks. Be yourself. Stretch.

Your assignments will be evaluated on form and content. The quality of your thinking and writing does matter. Sloppy work – misspellings, typos, factual errors, erroneous punctuation and like – will be penalized. (Pro tip: Read your work aloud when you think you’re done. Have a friend read it aloud to you, too. You’ll be amazed at what you pick up when you hear your words.) Also, don’t be boring.

Keep your graded assignments until the end of the semester. If you don’t think your evaluation is fair, you may ask for an explanation. This is called agency, and it’s essential that you feel empowered to defend yourself and your work. The first step is to talk with your TA within one week of the return of the assignment. If you want a formal re-evaluation, write an explanation of no more than one page of why you think a higher grade is warranted. Be specific. If you can’t work it out with the TA, you may request a meeting with me. Assignments cannot be rewritten for a higher grade.

All writing assignments must be typed and double-spaced on no fewer than two-and-and- half and no more than three pages. Do not write more than three pages; we will not read beyond the third page. Use 1-inch margins, 12-point type and the Times New Roman font.

Important! Put your name, your EID, the name of your TA and the assignment number (“Writing Assignment I” or “Writing Assignment II”) in the upper-right corner of each page. Do not use a title page. Staple the pages in the upper-left corner.

Unlike other great courses you’ll have the pleasure of taking at UT-Austin, this one does not require Modern Language Association, American Psychological Association or Chicago style for citations. Journalism doesn’t use bibliographies, endnotes or footnotes, so we won’t either. Please credit sources in the body of your writing assignment as a journalist would.

For example:

“The sun will rise in the morning,” said Kevin Robbins, a senior lecturer at the University of Texas at Austin.

Or:

“The sun will rise in the morning,” Kevin Robbins, a senior lecturer at the University of Texas at Austin, wrote in his book, The Sun Will Rise in the Morning.

Or:

“The sun will rise in the morning,” said Kevin Robbins, a senior lecturer at the University of Texas at Austin, according to a story published Sept. 26 in the Austin American-Statesman.

Pro tip: “Said” is nearly always the best word to use to express what someone says, and it is nearly always best used in the past tense. Stylized expressions such as “intoned,” “opined,” “allowed,” “suggested,” “ruminated,” “laughed,” “joked” or “pledged,” among many other fanciful options, just seem like showing off.

University Lecture Series response

You will “attend” a virtual lecture called “Conversations on Race & Justice,” presented by Dr. Leonard Moore, a professor of history and the Vice President for Diversity & Community Engagement at the University of Texas at Austin. The date for this online lecture has not yet been established; you will be notified as soon as it is announced. You will write a one-page response to this lecture. Your response will be evaluated using the same rubric for the other two writing assignments (see above).

Oral presentation

Beginning in our fifth week of class, you will prepare and deliver an presentation of eight to 10 minutes in the discussion section that analyzes a media portrayal of sports (a newspaper article, a magazine story, a video documentary, an advertisement or advertising campaign, a television segment or an audio piece, such as a radio piece or a podcast). Eight to 10 minutes is not a long time! Pick one specific idea, suggest it in a way that invites perceptive questions from your peers and pose a compelling premise (based on fact) that inspires you and others to think more deeply about something that might otherwise be taken for granted. Again, be original. Be fresh. Be provocative. Don’t be boring.

You will be evaluated on the following:

Logic: Do you effectively explain ideas in a logical manner and provide convincing evidence to support conclusions?

Organization: Does your presentation have a clear focus? Is it carefully organized? Does it have a coherent flow?

Content: Is your content accurate and thorough? Do you effectively analyze and synthesize information that establishes your authority and credibility?

Delivery: Do you appear relaxed and comfortable? Do you maintain good eye contact and consistent tone during your presentation?

Interaction: Do you interact appropriately with your audience during the presentation and after, during discussion?

Citizenship

You might know this concept as “participation,” but citizenship goes well beyond that. The notion of class citizenship suggests presence, contribution and ownership. We want you to add to the experience of our time together. This is especially essential in the weekly discussion sections with your TAs. Your citizenship grade will be judged on your engagement with the material and the respect with which you treat the subject matter, your peers and TAs.

Week One Welcome! You have questions. I have answers. Why does this class exist? What’s so special about sports journalism? Cool. Got it. Play ball!

Week Two The big picture: Journalism 101 The history of sports journalism Sports as news Understanding the different roles of sports journalism

Reading: “Reading for Week Two” (Canvas)

Week Three The big picture: Sports as a reflection of us Why do people compete? What does that tell us about … ourselves?

Reading: “Reading for Week Three” (Canvas)

Week Four The big picture: Ego

Exam: Wednesday, Sept. 16

Reading: “Reading for Week Four” (Canvas)

Week Five The big picture: Identity

Oral presentations begin in discussion meetings

Reading: “Reading for Week Five” (Canvas)

Week Six The little picture: Beat OU! (a case study in fandom)

Writing Assignment I due by 1:59 p.m. Wednesday

Reading: “Reading for Week Six” (Canvas)

Week Seven The big picture: Opportunity

Reading: “Reading for Week Seven” (Canvas)

Week Eight The big picture: Tradition

Exam: Wednesday, Oct. 14

Reading: “Reading for Week Eight” (Canvas)

Week Nine The big picture: Community

“Medora”

Writing Assignment II prompt: How does this documentary film about a high-school basketball team address and treat themes of community, identity, opportunity and tradition? What do the creators of the film and their portrayal of the characters say about Medora, Indiana?

Assignment due at 11:59 p.m. Friday, Oct. 23

Reading: “Reading for Week Nine” (Canvas)

Week Ten The little picture: Gordon and Strawn, Cain and Abel

Reading: “Reading for Week Ten” (Canvas)

Week Eleven The big picture: Race

Reading: “Reading for Week Eleven” (Canvas)

Week Twelve The big picture: Politics

Reading: “Reading for Week Twelve” (Canvas)

Week Thirteen The big picture: Gender

Reading: “Reading for Week Thirteen” (Canvas)

Exam Three: Wednesday, Nov. 18

Week Fourteen The big picture: Faith

Reading: “Reading for Week Fourteen” (Canvas)

Week Fifteen The little picture: The Most Amazing Bowling Story Ever

Farewells and good tidings.

Important guidance related to COVID-19

Every student must wear a cloth face-covering properly in class and in all campus buildings at all times.

Students are encouraged to participate in documented daily symptom screening. This means that each class day in which on-campus activities occur, students must upload certification from the symptom tracking app and confirm that they completed their symptom screening for that day to Canvas. Students should not upload the results of that screening, just the certificate that they completed it. If the symptom tracking app recommends that the student isolate rather than coming to class, then students must not return to class until cleared by a medical professional.

Information regarding safety protocols with and without symptoms can be found here.

If a student is not wearing a cloth face-covering properly in the classroom (or any UT building), that student must leave the classroom (and building). If the student refuses to wear a cloth face covering, class will be dismissed for the remainder of the period, and the student will be subject to disciplinary action as set forth in the university’s Institutional Rules/General Conduct 11-404(a)(3). Students who have a condition that precludes the wearing of a cloth face covering must follow the procedures for obtaining an accommodation working with Services for Students with Disabilities.

Class Recordings: Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings. COVID Caveats: To help keep everyone at UT and in our community safe, it is critical that students report COVID-19 symptoms and testing, regardless of test results, to University Health Services, and faculty and staff report to the HealthPoint Occupational Health Program (OHP) as soon as possible. Please see this link to understand what needs to be reported. In addition, to help understand what to do if a fellow student in the class (or the instructor or TA) tests positive for COVID, see this University Health Services link.

Other essential information

Student Rights & Responsibilities • You have a right to a learning environment that supports mental and physical wellness. • You have a right to respect. • You have a right to be assessed and graded fairly. • You have a right to freedom of opinion and expression. • You have a right to privacy and confidentiality. • You have a right to meaningful and equal participation, to self-organize groups to improve your learning environment. • You have a right to learn in an environment that is welcoming to all people. No student shall be isolated, excluded or diminished in any way.

With these rights come responsibilities: • You are responsible for taking care of yourself, managing your time, and communicating with the teaching team and with others if things start to feel out of control or overwhelming. • You are responsible for acting in a way that is worthy of respect and always respectful of others. • Your experience with this course is directly related to the quality of the energy that you bring to it, and your energy shapes the quality of your peers’ experiences. • You are responsible for creating an inclusive environment and for speaking up when someone is excluded. • You are responsible for holding yourself accountable to these standards, holding each other to these standards, and holding the teaching team accountable as well.

Personal Pronoun Preference Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by a name different than what appears on the roster, and by the gender pronouns you use. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.

University Policies Academic Integrity Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at the following web address: http://deanofstudents.utexas.edu/sjs/acint_student.php

Q Drop Policy If you want to drop a class after the 12th class day, you’ll need to execute a Q drop before the Q-drop deadline, which typically occurs near the middle of the semester. Under Texas law, you are only allowed six Q drops while you are in college at any public Texas institution. For more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop

University Resources for Students Your success in this class is important to me. We will all need accommodations because we all learn differently. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course. There are also a range of resources on campus:

Services for Students with Disabilities This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements in case the building needs to be evacuated, please let me know. I am committed to creating an effective learning environment for all students, but I can only do so if you discuss your needs with me as early as possible. I promise to maintain the confidentiality of these discussions. If appropriate, also contact Services for Students with Disabilities, 512-471-6259 (voice) or 1- 866-329- 3986 (video phone). http://ddce.utexas.edu/disability/about/

Counseling and Mental Health Center Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress.

All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful.

If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. http://www.cmhc.utexas.edu/individualcounseling.html

The Sanger Learning Center Did you know that more than one-third of UT undergraduate students use the Sanger Learning Center each year to improve their academic performance? All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc or call 512-471-3614 (JES A332).

Undergraduate Writing Center: http://uwc.utexas.edu/ Libraries: http://www.lib.utexas.edu/ ITS: http://www.utexas.edu/its/ Student Emergency Services: http://deanofstudents.utexas.edu/emergency/

Important Safety Information: If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns.

Title IX Reporting Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When sexual misconduct occurs in our community, the university can: 1. Intervene to prevent harmful behavior from continuing or escalating. 2. Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation. 3. Investigate and discipline violations of the university’s relevant policies.

Faculty members and certain staff members are considered “Responsible Employees” or “Mandatory Reporters,” which means that they are required to report violations of Title IX to the Title IX Coordinator. I am a Responsible Employee and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX related incident, be sure to ask whether they are a responsible employee. If you want to speak with someone for support or remedies without making an official report to the university, email [email protected] For more information about reporting options and resources, visit titleix.utexas.edu or contact the Title IX Office at [email protected].

The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside.

• Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. • Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. • In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re- enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. • Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency

Accommodations for religious holidays: By UT Austin policy, you must notify the instructor of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.

A word about safety: Please refer to the recommendations regarding emergency evacuation from the Office of Campus Safety and Security (http://www.utexas.edu/safety).

The University Honor Code: The core values of the University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.

Statement on Equal Educational Opportunity: The University of Texas at Austin is committed to an educational and working environment that provides equal opportunity to all members of the University community. In accordance with federal and state law, the University prohibits unlawful discrimination, including harassment, on the basis of race, color, religion, national origin, gender, including sexual harassment, age, disability, citizenship, and veteran status. Discrimination on the basis of sexual orientation, gender identity, or gender expression is also prohibited pursuant to University policy.

Counseling and Mental Health Services: Taking care of your general well-being is an important step in being a successful student. If stress, test anxiety, racing thoughts, feeling unmotivated or anything else is getting in your way, there are options available for support.

For immediate support:

CARE Counselor in the Moody College of Communication is: Abby Simpson, LCSW CMA 4.134 | 512-471-7642 (Please leave a message if she is unavailable)

FREE Services at CMHC: Brief assessments and referral services Mental health & wellness articles - cmhc.utexas.edu/commonconcerns.html MindBody Lab - cmhc.utexas.edu/mindbodylab.html Classes, workshops, & groups - cmhc.utexas.edu/groups.html

For immediate support:

CARE Counselor in the Moody College of Communication is: Abby Simpson, LCSW CMA 4.134 | 512-471-7642 (Please leave a message if she is unavailable)