Running head: DESIGNING A SYLLABUS

Designing a Syllabus
Brody C Tate
Loyola University Chicago
Spring 2015

DESINGING A SYLLABUS

University of Wyoming
Communication Studies
COMM 3200
Exploring Media in the Modern World
Instructor: Brody C Tate
Office Hours: 1:30-3:00pm Tuesday/Thursday (T/R)
Office Location: Ross Hall 423
Phone: 733-336-5555
Email: btate@luc.edu
Class Location: Classroom Building 312, T/R 1:30-3:00pm
Course DescriptionAs a society, we are surrounded by media messages every day: television, movies,
music, social media, billboards, t-shirts, fliers and many more examples. Throughout this
course, we will analyze and critique the presence that different media have on our daily
lives and media messages influence on society. Information in movies, music, and social
media have changed the way we communicate, interact, date and behave. Revolutions
have risen from the changes and access to the worlds plethora of information. Through
grounded theory, application and self-reflection this course will uncover ideas about how
media messages influence people, what media can do, and the direction media is possibly
headed in the future.
How has media changed in the last few decades? What media has the most
influence? How do you use media? These are all questions to think about in regards to
the environmental spheres the surround us. There is access to so much more information
than ever before in credit to technology and the internet. Media has also become a vehicle
for social movements and campaigns. Does this change how you inform your decisions?
How you seek and find information? How much of what you see do you believe?
This course will guide you through grounded theory in how we construct our
reality. I want you to think deep, answer questions and actively reflect on what you learn
throughout the semester. Almost every week, there will be a selected style of media to
analyze the impact and use it has. Through group participation we will demonstrate
shared meaning in productive and safe dialogue in small groups and as a class. Together,
we will explore different ideas and perspectives. It is not the intention of this class to
change your values, rather, allow you to see multiple perspectives and reach your own
conclusions.
This course counts for your Cultural Context (CC) requirement as well as your
Intellectual Literacy (IL) if your discipline is within the College of Arts and Sciences.
About the ProfessorI have a B.A. in Communication from the University of Wyoming. I was actively
involved in student organizations, Admissions, Summer Orientations, and the Shepard
Symposium on Social Justice. After working as an admissions representative, I received
my M.Ed. in Higher Education from Loyola University Chicago. I was involved in their
student programing board, campus movements, and the Jesuit focus on Social Justice. I

DESINGING A SYLLABUS

come from a small ranch in Evanston, Wyoming. I have been to 30 states, and 7
countries. I love to travel, see new places and read in my free time.
My philosophy is that I am not an expert. We will learn from one another in this
course and introduce each other to topics and experiences we have not previously come
across. I will challenge your thoughts and ask you to go deeper. This is to get you to
think more critically, it is not an affront to you or your beliefs. Here we are a community.
No better or less, we are students to life and education. I will guide the dialogue and
topics but this class is what you make of it. It is up to you to set your expectations and
meet them. I expect good work and participation and the rest is up to you and your
colleagues. I am committed to helping you learn and grow throughout this course, along
with provide you with a foundation of knowledge to build upon entering the world of
overwhelming messages.
Learning OutcomesAt the end of this course students will/will be able to:
Explain and critique Social Construction Theory.
Provide examples of medias effect on social behavior.
Create an innovative presentation on a cultural issue in media.
Identify consumptions of personal media use.
Explain their feelings about cultural media issues closest to them.
Document and reflect on medias influence on social behavior.
Required TextbookCampbell, R. et al. (2013). Media and Society: A brief introduction, Beford/St. Martins
Readings provided onlineBucholtz, M. (2011). Race and the re-embodied voice in Hollywood film. Language &
Communication, 31(3), 255-265. doi:10.1016/j.langcom.2011.02.004
Redmond, T. (2015). Media literacy is common sense: Bridging common core standards
with the media experiences of digital learners. Middle School Journal, 46(3), 1017.
University Policies- (http://www.uwyo.edu/cojo/)
wyocourse: Students must use wyocourse to get information on the course, including
the syllabus. Go to wyocourses.uwyo.edu. To log in, use your WyoWeb user name. For
your password, use the same password that you use to access your UW e-mail account.
Communication: Note that you MUST use your UW account, not another e-mail
account. I will contact you via email for all course related information.
Professionalism: Students are expected to be responsible and respectful. This includes
being in your seat when class begins; staying until class is dismissed; participating in inclass discussion activities; putting cell phones on OFF or vibrate (no text messaging,
please, unless allowed by instructor for class purposes); refraining from using the Internet
(unless instructed for class purposes) or checking e-mail during class; and being
respectful in all comments to the instructor and other students (or guest speakers).

DESINGING A SYLLABUS

Special Learning Accommodations: If you have a physical, learning, or psychological

disability that requires accommodations, please contact the University Disability Support
Services Office as soon as possible. You will need to register with and provide
documentation of your disability to University Disability Support Services. Contact
information: Chris Primus, University of Wyoming, Dept. 3808, 1000 E. University Ave.,
Laramie, WY 82071; (307) 766-6189, TTY: (307) 766-3073, cfprimus@uwyo.edu;
www.uwyo.edu/udss
Academic Integrity: All students are required to do independent original work. As
outlined in University Regulation 802, Revision 2, plagiarism, cheating on exams or
assignments, or other acts of dishonesty will be grounds for failure on a particular
assignment, an F grade for the course, and/or expulsion from the University. There is a
well-defined procedure to judge cases of academic dishonesty and serious penalties may
be assessed. A link to the University regulation about academic dishonesty:
http://www.uwyo.edu/generalcounsel/_files/docs/uw-reg-6-802.pdf
The course schedule is subject to change. If changes are made you will be notified in a
timely manner.
Attendance/TardinessI thoroughly understand that life happens. You are allowed (3) three excused
absences. You are given one weeks time to make up any assignments and I expect you
have done the readings outside of class. For every missed class that is not excused you
are required to write a two-page reflection paper on the topic that day and it must be
turned in within a week of the missed day. For every incomplete missed day 5 points will
be removed from your final grade. If for any reason you should be tardy for work/far
class/ personal reason please inform me in the beginning of the semester via email. If
tardiness becomes a problem, you will lose participation points and final grade points
based on the severity of the circumstance.
*Should you miss an exam, email me and a make up can be arranged in the event the
absence is excused.
AssignmentsCase StudyStudents will be given a cultural context scenario provided by the professor. The
student will submit a 2-page case study of the cultural influence and connection related to
the chapter assigned to them. Think critically about the effect and social influence media
can have in relation to the subject. How would you utilize or be aware of this
information in your future line of work?
**See rubric on the course portal for description
Reflection EssayStudents will collaborate in class to develop a list of topics that culture and media
collide with one another. From this list the student will turn in a 3-5 page paper on the
subject material and analyze it through the lens of Social Construction Theory. How is
this idea create or reinforced by media? Would you change the way this topic is
presented in the media? How does this topic relate to your personal experiences?

DESINGING A SYLLABUS

**See rubric on the course portal for description.

Midterm Self-AssessmentIn this self-assessment, you will grade yourself on participation, contributions and
efforts made throughout the course. Reflect on all that you have learned or attempted to
grasp. Remember, you are your toughest critic. Be honest but do not be too difficult on
yourself. Learning is a process not an end result.
Group PresentationOnce assigned a group topic, you and your group will meet and determine the
presentation method. Creativity will be given extra consideration. This project is
designed to allow freedom and innovation in research, topic choice, and presentation
style. If you need assistance in handouts, resetting the classroom style, or ideas please
feel free to meet with me or email.
I will not be grading these projects. On the day of the presentations, students will
be provided with a peer evaluation sheet for each group. You, as well as your peers, will
be grading you.
Final Self-AssessmentSimilarly to the first assessment, I want you to reflect on the experiences you have
had throughout this course. What changed you? What moved you? What bothered you?
Did you feel challenged? Fill out the assessment form on the course portal.
Innovative Final ProjectShould you choose to opt out of the final essay, I am allowing students to create
something all on their own. After the discussions in class, I want you, or a group, to
focus on one type of media and reflect on how it has changed society. Research the
influences that may have caused it. Then with whatever creative way you come up with,
present your findings to the class. Be as creative as you would like. The catch being, you
have met with me by the set date in the course schedule and singed the learning contract
outlining our expectations. The method of grading with be similar to the final essay in
that I will be looking for understanding of the material, reflection on what you have
learned, and how this applies to you and your futures. Email me for further questions.
Final EssayIn an 8-10 page reflective essay, respond to the question What do culture and
media mean for me? After all the class discussion and examples provided I would like
you to reflect on the experiences in this class. Did you have any aha! moments or was
it hard for you to grasp the topics? Use specific in class examples.
Now, knowing what you know, reflect on the impact media has on social behavior. How
does it influence people? How does it make social change?
Use Times New Roman, 12 font, 1 margins, cover page, and APA citations.

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**Rubric provided on the course portal

Course Outline:
Date
Week 1- Theory in Social
Influence

Reading
1/12- Campbell et al (2013),
Chapter 1- Mass Media and
the Cultural Landscape
1/14- Online reading for
Social Construction Theory

Week 2- Social Justice

Explored

Week 3- Early Media

Week 4- The Internet

Changed Everything

Week 5- Knowledge
Through a Digital Lens

Week 6-

1/19- Tour of Multicultural

Center, presentation by the
Dean of Students
1/21- Panel of Campus
Diversity Committee
members.

1/26- Campbell et al (2013)

Chapter 10- Books and the
Power of Print
1/28- Newspaper Article
Review
Case Study Due
2/2- Campbell et al (2013)
Chapter 2- The Internet,
Digital Media and Media
Convergaence
2/4- Sara Kelly- Guest
Speaker
2/9- Campbell et al (2013)
Chapter 3- Digital Gaming
and the Media Playground

2/11- ***Surprise Guest

Speaker
2/16- Bucholtz (2011)

Activities
In-Class- Review syllabus,
small group discussion
about brave/safe spaces,
class expectations, and
dialogue process.
Student led discusssion
Study guide will be
provided for the tour
Bring questions you may
have for the panelists.
Everyone is required to
submit one question to me,
I will remove your names
for anonymous
submission.

Bring in any interesting

news articles you have.
We will break into groups
to discuss print media.

Bring questions you may

have about Internet Media
in regards to business and
marketing.
Be prepared for a little
fun. We are playing video
games in class. Bring a
laptop/tablet if you have
one. If not, computers will
be provided.
Email one of your favorite

DESINGING A SYLLABUS
Television/Commercials

7
reading.
Campbell et al (2013)
Chapter 6- Television and
Cable: The Power of Visual
Culture
2/18- Campbell et al (2013)
Chapter 11- Advertising and
Commercial Culture

Week 7- Movies/Cinema

Week 8- Theatre

Week 9- Music

Week 10- Social Media

Reflection Essay Due

2/23- Movie- Mona Lisa
Smiles
read Redmond (2015) article
online
2/25- Campbell et al (2013)
Chapter 7- Movies and the
Impact of Images
3/2- Attending rehearsal for
Spring Theatre Department
showing of Working
Midterm Self-Assessment
Due
3/4- Reviewing Broadway
***If you are doing the
Innovative Final option you
need to have signed the
learning contract with the
professor by the end of this
week
3/9- Campbell et al (2013)
Chapter 4- Sound Recording
and Popular Music
3/11- Song Reflection
**You need to have emailed
the YouTube link to professor
by beginning of the class.
3/16-3/18
3/23- Social Media
Revolution- Arab Spring,
Government takeover, Social
Movements
3/25- Guest Speaker- Dr.

clips of a TV episode or
commercial to the
professor by the beginning
of class.
Video clips and discussion
will be in todays class.
Itll be like watching the
Superbowl commercials.
In class movie, study guide
will be provided in class.

In class dialogue today,

fishbowl style.
Arrive on time, we will be
walking to the Fine Arts
building.

We will be discussing
Broadway clips as a large
class.

We will play some songs

and you will journal, draw,
meditate about the feelings
and emotions they
provoke.
SPRING BREAK! Enjoy!
Assign Groups for Group
Presentations after lecture

DESINGING A SYLLABUS

Week 11- Cultural Change

8
George Gladney on
Facebook and Twitter
changing the world.
3/30- How do we interact
with each other?
4/1- What is media to you?

Week 12- Power of Media

Week 13- Where do we go

now?

Week 14- The Dark Side of

Media.

Week 15- All things must

come to an end.

4/6- Campbell et al (2013)

Chapter 15- Media Effects
and Cultural Approaches to
Research
4/8- Group Presentations
Post presentations to online
forum for peer review
4/13- Peer Reviews of
Group Presentations Due

4/15- Movie (TBD)

4/20- Chapter 16- Legal
Controls and Freedom of
Expression
4/22- Cyberbullying,
Gamergate, Hiding behind
the Digital Curtain
End of the Term SelfAssessment due
4/27Presentations/demonstrations
of projects
Final Projects due (if
exempting the final essay
prompt)
4/29**No class unless needed for
presentations/demonstrations
.
Final Essay Due by
midnight

Fishbowl dialogue for half

the class. Open discussion
afterward with debrief.
Brief review of cultural
changes in media.
-Group work time
Video for half the class,
small group discussion
afterward.
Presenations
We will breakdown peer
reviewing process and
discuss the reactions to the
group information
presented.
Prezi presentation with
breakout discussions
Video clip, guest lecturer
from CSU will be
attending to facilitate
Cyberbullying
presentation.
Students that opted out of
the final essay will present
a 3-5 minute oration of
their project, findings, and
what they have learned
from it.
**

DESINGING A SYLLABUS

**The information on this syllabus is subject to change at the discretion of the instructor.
If changes are made, you shall be notified in a timely fashion allowing for the disruption.
Grading ScalesAssignment
Case Study (5pts each)
Reflection Essay
Self-Assessments (10pts
each)
Group Presentation
Final Presentation
Participation
Total Points:
A-90-100%
B-80-89%
C-70-79%
D-60-69%
F-0-59%

Points Possible
10
20
20
20
30
25
125

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10

Articulation
I chose a junior level Communication course that revolves around media and
social issues. I designed the course to introduce students to theory, foundations, relevant
information, and then expand on their knowledge. I used Wagner (2012) and Finks
(2003) notions of play and motivation in order to intrigue students to the material. In the
course we look at information students regularly interact with: movies, music,
commercials, and most commonly social media. These topics are everyday experiences
with students and it would be my hope to weave in elements of critical thinking, social
justice, and intellectual development. Juniors seem to have enough previous experience
to read through a syllabus but as Nilson (2010) provides a list, there are a lot of things
that make a good syllabus that professors some times may not think pertinent to add.
Students look for structure and answers. This class may hope to change the way students
crave certainty but I knew as I designed this that students would look for the assessment,
grading scales, schedule, course information, requirements, textbooks, the rest of the
information Nilson (2010) provided.
The learning outcomes focus on the reciprocal nature of media and social issues.
The outcomes are guiding the student to seeing the messages in media and interpreting
them differently. Movies are good fun but they also portray history, struggle, information
and powerful emotions that students can connect to. Beginning with foundational
knowledge of the theory for class and building up to more specific goals and reflections.
The learning outcomes are an initiative to push students to consider new information and
an adapt to a new level of intellectual behavior. I leave a lot of the outcomes to the power

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11

of the student. Provide examples or reflect, I do not encourage a particular topic, just
that students engaged in the course work and reach their own results and expectations.
In class activities are varying throughout this course. The topics change every
week and hits them fast but the structure and theory remain the same. One of my favorite
aspects is the guest speaker piece. In previous experience, my instructors have brought in
amazing speakers that bring real life, practical knowledge to the subject and engage the
class. It was also fun to not have our professor run the show for a day. There are some of
my previous presenters incorporated into this syllabus as guest speakers having students
present them with questions. I want students to create the learning environment here and
take control of their education. I also wanted to continue Wagners (2012) Montessori
example of play by integrating field trips with study guides, student run dialogues
(fishbowls), movies, music, video clips, journaling and creative reflection time. I
understand that students have different learning styles and I would like to cater to that. I
was channeling Finks (2003) significant learning outcomes by trying to think of the
many ways that I experienced the most significant learning and then adding them to
sections of my own course. The most important piece of that is the Innovative Final.
Students have the opportunity to, exclusively or in a group, design a final (per my
supervision and approval) and then present the experience to the class. I designed a focus
group in undergraduate studies, ran the class for a day, and wrote a 15-page response and
reflection to my experiences in the classroom. It was one of the most impactful days of
my college experience. From that day on, I wanted to be a professor. I wanted to award
my students the same privilege; to use their favorite learning styles and apply it to my
material, the present it to the class. Or they can write the final reflection paper if they so

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12

choose. I wanted to break up the monotony of traditional courses and allow students to
still not become overwhelmed in the experience.
In order to assess students, there are traditional methods of essays and rubrics.
There are also self-assessments that encourage the students to look deeper at their own
reflections and see what they can learn or improve from. In the group projects I even
have a peer assessment with a predesigned rubric so students grade each other. I do
however, have final say in the grade and that will be stated in the class upon explanation.
My grading scale outlines 125 points and I made some changes from my early draft in
order to include a participation grade. This is to encourage students understanding that
the classroom is where we shape knowledge in this course. It is not in textbooks, papers,
and equations; that is just information. I want to show that knowledge and learning come
from others, discussion, and collaboration. Seeing that this is a junior, undergraduate
course in Wyoming there are some situational factors I accounted for. A lot of the
students are not subjected to openly thinking or a more innovative approach. Therefore,
kept certain aspects of traditional classroom structures in order to accommodate to that
learning pattern.
Reflection
I really struggled with this assignment. Not that it was difficult, or the
expectations were high. I struggled with calculating for so many learning styles and
adapting to all the information that needed to be integrated into the course. I looked at so
many other syllabi for reference and was only met with more confusion and bad version
of a syllabus. On rare occasion, I picked up things that I like about a syllabus. I spent a
lot of time thinking of why I would use this book or that assignment. I spent more
time wondering how students would react and if they would hate it. How would they

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13

evaluate me or if I even cared about that? I then thought about the backgrounds of the
students that were coming to my class brought with them. There were so many things to
look out for that my head started to spin. The backwards method Fink (2003) mentions
was honestly a lifesaver. I needed to have a starting point and it turns out that point is the
end result of what do I want my students to know when they leave this course.
Breaking that down then lead me to a more rationale approach and allowed me to
structure a class that would engage and also really challenge students at this level in their
academic career. I wanted my class to be a class they remember and can apply to their
lives upon leaving the course. I had a really fun time selecting topics and in-class
activities. I had such a good time thinking of what to do each week. Classes should be
something a student looks forward to, not something they dread every week and fall
stagnant toward.
A syllabus is the foundation of a course. It sets up expectations, assignments,
descriptions, and the plans for the future coursework. I have definitely learned a lot
about learning through this project. How people learn, what styles they learn in, how
learning is motivated and structured. I learned that professors do not always know how
to teach or structure a syllabus and also professors can do things on purpose to teach you
a lesson. This was a difficult assignment and it is safe to say I will no longer take a
syllabus for granted again. There is so much time, thinking, and energy that goes into
one single syllabus that it really is taxing on a person. I also learned that making a
syllabus can be a lot of fun and it should be fun. If the person writing it is not excited
about it then I doubt the student would be excited as well.

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References
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College
Instructors. San Francisco, CA: Jossey-Bass. (Ch. 1 3)
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people
who will change the world. New York: Scribner.