Friday, December 21, 2012

Embodiment & Disability (CUNY DSAB 602)

School of Professional Studies

City University of New York

Embodiment & Disability (DSAB 602)

Spring 2010

 
Instructor: Beth A. Haller, Ph.D.

CUNY Graduate Center, 365 Fifth Avenue





Course Materials:

  • Claiming Disability: Knowledge & Identity by Simi Linton (NYU Press, 1998)
  • Nothing about Us Without Us: Disability Oppression & Empowerment by James Charlton (University of California Press, 2000).
  • The Curious Incident of the Dog in the Nighttime by Mark Haddon (Random House, 2003). Read by Feb. 20.
  • Other readings will be available online or as handouts (You will need access to a printer to print out many of the readings, if you don’t like to read online.)
  • You will select ONE of the following books for the final project. (You may purchase or check out of the library.)
    • Anne Finger, Past Due (Seal Press, 1990). (Out of print, but easily obtained at a low price from Amazon.com.)
    • Kenny Fries, Body, Remember (Dutton, 1997).
    • Terry Galloway, Mean Little Deaf Queer (Beacon, 2009).
    • Temple Grandin, Thinking in Pictures (Doubleday, 1995).
    • Simi Linton, My Body Politic. (University of Michigan Press, 2006).
    • Robert F. Murphy, The Body Silent (W.W. Norton, 1987).
    • Elyn Saks, The Center Cannot Hold: My Journey Through Madness (Hyperion, 2007).

Course Description

This course focuses on issues related to embodiment and the biological, medical and social aspects of disability. Subjects studied include:

· The relationship between disability empowerment, identity and disability studies;

· The difference between an understanding of the disabled body as a social construction and as a medical problem;

· Stigma and the “normate”;

· Mediated bodies – the impact of cultural and media representations of the experience of disability;

· Engagement with Disability Studies as a discipline;

· Disability oppression and societal threats to people with disabilities;

· Body politics and the lived experience of disability; and

· “Hidden” embodiment.

Goals

The Master of Arts in Disability Studies and Certificate in Disability Studies introduce students to this emerging multidisciplinary field that spans the social sciences, humanities, and sciences. The Disability Studies paradigm recognizes that disability is not inherent in the individual as a personal problem or deficit, but rather, is a set of physical and social barriers that constrains people. Several goals of this course are:


· To understand disability studies as "the holistic study of the phenomenon of disability through a multidisciplinary approach";

· To incorporate the experience of disability and the perspectives of people with disabilities into a research structure;

· To offer a sampling of the major scholarly perspectives and professional issues in disability studies, media studies, and social policy, as they relate to embodiment;

· To encourage students to engage with, as well as critique, disability studies scholarship;

· To provide a structure for student research into disability and embodiment.


The Structure of the Course


I hope this course will be a participatory, collaborative learning experience. Because this course will take place over the course of seven full Saturdays, I would like to keep it discussion-oriented, as well as mixing in numerous viewings of media texts on disability topics to further additional discussions. Therefore, it is imperative that you do the readings and browse any Web sites required before each class. Please come to each class with at least 10 questions, comments or critiques of the readings, known as Reflection Q&A’s.


Assignments/Grading


Class participation and Reflection Q&A’s (30 percent)
A rewarding aspect of graduate study is the opportunity for colleagues (faculty and students) to interact, learn from each other and, sometimes, to produce new knowledge. Aside from helping me to get to know you as a colleague, your class participation will help me evaluate your analytical skills, your preparation for each class, and your ability to integrate concepts we discuss into your understanding and analysis of “disability embodied.”

· To assist you in your preparation for each class, please type up a brief Reflection Q&A (about 250 words or more). As you are doing the readings, write down at least 10 questions, comments, and critiques from that day’s readings. If you disagree with something said, write about that. If something in the readings really surprised or amazed you, write about that. You will be engaging the readings in a critically constructive way – see if you also can extend the ideas or issues raised by an author(s) by linking them to lived experience of disability or other readings. Format: Typed with your name on it, but it can be as simple as a list of questions or comments on one page. Bring two copies, one to turn in to me and one for you to take notes on, as the class the discussion may add to the thoughts you had.

· Cognitive embodiment discussion – The Curious Incident of the Dog in the Nighttime. In this novel the author tries to thoroughly embody the mind of a young man with autism. Read the book and write approximately 500 words about whether you think he succeeded in this “cognitive embodiment.” Look for details that would provide evidence of success or failure in this embodiment. We will discuss the book as a group on February 20, when your short paper is due.


Embodiment Analysis Paper (30 percent)
All of these memoirs listed at the beginning of the syllabus focus on how a person learns to embody his or her disability, negotiate the world and eventually come to understand the disability identity in American culture and the issues facing the disability community. Select ONE of the memoirs and analyze the person’s growing embodiment of a disability identity, i.e how the person learns to embrace the social model. You should look at disability identity, the social model and other models of disability, and embodiment. In your analysis, use 5 readings that we’ve explored in class, such as disability oppression, disability identity, the medical model, Supercrips, the problem of pity, disability rights, disability discrimination, etc. (If you want to bring in other readings you have had in other disability studies courses, that’s fine, too.) Your paper will be evaluated on the quality of your writing, the organization of your paper, and your ability to integrate analytical concepts related to disability embodiment into your analysis.

· On Feb. 20, please let me know which memoir you will be reading for the paper.

· Paper Length: at least 1500 words

· Final paper due by email: March 13


Final Paper on Oppression, Empowerment & Disability (40 percent)
This paper will focus on the concepts presented in the Linton’s Claiming Disability book and the Charlton’s Nothing about Us without Us book. We will be gradually reading the books through the semester and during the time we are not having class between March 14 and April 16, you should write a paper that explores how societal oppression affects people with disabilities, as well as how people with disabilities have learned to empower themselves to confront this oppression and how they have forged a strong disability identity.


The paper should have several components:

· An introductory section should clearly explain Linton and Charlton’s concepts of oppression, empowerment, and identity.

· The second section should integrate explanations of these concepts from at least 5 readings, films and discussions from this class. For example, does the high-profile film “Murderball” empower people with disabilities generally or does it present a Supercrip theme that oppresses them?

· The bulk of the paper, however, should discuss themes and examples of oppression, empowerment and identity as found in the writings of people with disabilities themselves. This section of the paper should have examples from at least 10 articles from the disability publications, New Mobility, www.newmobility.com, and/or The Ragged Edge magazine online archives, http://www.ragged-edge-mag.com/. Both these publications contain primarily articles written by people with disabilities about the societal issues they face.

· The paper should answer the question: How are issues of oppression, empowerment and identity being addressed by the disability community in the USA and worldwide (examples from the Charlton book)?

· You may seek to focus on one topic that you believe leads to the oppression of people with disabilities, such as assisted suicide or employment discrimination or you can cover a myriad of issues. Make sure you can find 10 articles in New Mobility and/or The Ragged Edge to use in your paper if you decide to focus on one issue.

· Finally, the conclusion to your paper should be your own reaction and reflection about what society is or is not doing to lessen the oppression of people with disabilities and how their efforts toward empowerment and identity building are working. This section at the end of the paper will be your personal commentary about what you learned, and how your impressions of disability may have shifted because of your readings on this topic.

· Finally, the last class will be presentations of what you discussed in your paper. So make a few notes so you can tell the class what you found in your exploration of the topic of oppression, empowerment and identity.

· The paper should contain a reference list of the 5 materials from class and the 10 articles from the disability publications, as well as the Linton and Charlton books.

· Proposal due: Feb. 27

· Paper Length: at least 2000 words

· Due Date: April 17


Some General Policies

 ATTENDANCE:
Because the course only covers 7 Saturdays, no absences are allowed, except in dire emergencies. Please come to all classes prepared by having done the readings, prepared a Reflection Q&A, and ready to discuss the material. If an emergency arises, please contact me immediately.


ACADEMIC MISCONDUCT & PLAGIARISM:
This class will be governed by the CUNY’s general policies on intellectual property, academic misconduct, and plagiarism. All material in your papers should be properly cited.


HOW TO CITE MATERIAL IN YOUR PAPERS:
You may use whatever reference style you prefer. I am most familiar with APA style, so that’s what these examples are. For in-text citations, if you directly quote material, put the citation after the quote mark and before the period, in parentheses with the page number: “xxx” (Haller, 2009, p. 48). You must also cite any material you paraphrase. Then you would just use the citation (Haller, 2009) before the period at the end of the paraphrased sentences.


For APA-style references in your final reference list at the end of the paper, here are a few examples:

Journal Article:
Hodges, F. M. (2003). The promised planet: Alliances and struggles of the gerontocracy in American television science fiction of the 1960s. The Aging Male, 6, 175-182. Retrieved from http://www.informaworld.com/TheAgingMale.


Magazine Article:
Mershon, D. H. (1998, November/December). Star trek on the brain: Alien minds, human minds. American Scientist, 86(6), 585.

Books:

Okuda, M., & Okuda, D. (1993). Star trek chronology: The history of the future. New York, NY: Pocket Books.

Web sites:
Epsicokhan, J. (2004, February 20). Confessions of a closet trekkie. Retrieved October 12, 2009, from Jammer's Reviews website: http://www.jammersreviews.com/articles/confessions.php.

For examples of other types of APA references, visit http://www.liu.edu/CWIS/CWP/library/workshop/citapa.htm.


ACCESSIBILITY, ACCOMMODATIONS, ABILITIES:

If you have specific accommodations you need as a person with a disability, please let me know as soon as possible so I can provide those. All students should let me know what I can do to maximize your learning potential, participation, and general access in this course. I am available to discuss this in person, on the phone or on email. To make arrangements for accommodations with the CUNY Graduate Center, contact Mariette Bates, Director of Disability Studies Master’s program at CUNY, Mariette.Bates@mail.cuny.edu.

 
Course Schedule & Readings

January 25

Email introductions, syllabus emailed. Questions about the course?

About the readings: We may not have time to discuss all the readings each class, but they are meant to give you different perspectives on Disability Studies, and at least 5 of them should be integrated into your two longer papers for the course, the Empowerment paper and the Embodiment Analysis paper.


Jan. 30

Body Politics, Models of Disability, and What is Disability Studies?

(First class meeting at CUNY Graduate Center. The class will run from 10 a.m. to 5 p.m. on Saturdays, with a one-hour break for lunch. I will be available to meet with students during the lunch break and after class. Because of the long days, I am structuring the course as the before-lunch “class” and the after-lunch “class.”)

Assignments due: Reflection Q&A’s are due at the beginning of each class.

 
Before-lunch Readings:

Simi Linton, “Reclamation” Claiming Disability (NYU Press, 1998).

James Charlton, “Nothing about us without us,” Nothing about us without us (Univ. of California Press, 2000).
 
Michigan Disability Rights Coalition, “Models of Disability,” http://www.copower.org/leader/models.htm.

Goffman, E., “Stigma selections,” The Disability Studies Reader (Routledge, 2006). (on e-reserve)


 
Screening: “Shameless: The ART of Disability” (71 min.)


------Lunch-----

 
After-lunch Readings:

Simi Linton, “Reassigning meaning” Claiming Disability (NYU Press, 1998).

James Charlton, “The dimensions of disability oppression,” Nothing about us without us (Univ. of California Press, 2000).

Sharon Snyder, Disability Studies, Encyclopedia of Disability, Vol. 1. (Sage, 2006). (Handout in class.)

Anthony Ramirez, "Disability as Field of Study?" by, New York Times, December 21, 1997. http://disabilitystudies.tripod.com/articles.html
 

Beth Haller, “History of SDS.” Draft from The American Encyclopedia of Disability History, Facts on File, 2009. (on e-reserve)

Michael Berube, (1997, May 30). The cultural representation of people with disabilities affects us all. Chronicle of Higher Education, Vol. 43 Issue 38, p. B4. (on e-reserve)

Beth Haller, False positive: The Supercrip image kicks real issues off the media radar screen,” January/February 2000, The Ragged Edge. http://www.ragged-edge-mag.com/0100/c0100media.htm

Laura Rensom Mitchell, “Why I hate Supercrip stories,” 1996, http://webspace.webring.com/people/rl/lrmidi/articles.htm#supcrip.


Lindeman, K., “Review of Murderball,” DSQ, Spring 2006, http://www.dsq-sds.org/article/view/706/883


Screening: “Murderball” (86 min.)

Browse:






Feb. 6

Threats to Embodiment, The Oppression of Pity, & What is Disability Studies?

Note: No class Feb. 13 (President’s Day holiday weekend)


Before-lunch Readings:

Simi Linton, “Divided society” Claiming Disability (NYU Press, 1998).

James Charlton, “Political economy & the world system,” Nothing about us without us (Univ. of California Press, 2000).

Paul Longmore, “The Resistance: The Disability Rights Movement and assisted suicide,” Why I Burned My Book, (Temple University Press, 2003). (on e-reserve)

McBryde Johnson, H. (2003, Feb. 16). Unspeakable Conversations. New York Times Magazine. http://www.nytimes.com/2003/02/16/magazine/unspeakable-conversations.html?sec=health

Ragged Edge, “Why Disability Rights Activists Oppose Physician Assisted Suicide,” Jan. 18, 2006. http://www.raggededgemagazine.com/departments/closerlook/000749.html

Jay Dolmage & William DeGenaro, "I Cannot Be Like This Frankie":
Disability, Social Class, and Gender in Million Dollar Baby, DSQ, Spring 2005.

DSQ, Million Dollar Baby special section, Summer 2005.

 
Browse:


Screening: “Million Dollar Baby” (132 min.)


-----Lunch-----

 
After-lunch Readings:

Simi Linton, “Divided curriculum” Claiming Disability (NYU Press, 1998).

James Charlton, “Cultures and belief systems,” Nothing about us without us (Univ. of California Press, 2000).

Mary Johnson, “A Test of Wills: Jerry Lewis, Jerry's Orphans, and the Telethon,” The Ragged Edge, Sept. 1992, http://www.raggededgemagazine.com/archive/jerry92.htm.

Keith Storey, “Where does that money really go?” The Ragged Edge, 1998 http://www.ragged-edge-mag.com/mar98/telethn.htm

Beth Haller, “The oppression of pity in the Jerry Lewis Telethon,” chapter from forthcoming book, Representing Disability in an Ableist World (on e-reserve)

Harriet Johnson, “Frequently Asked Questions about the Telethon Protest,” Crip Commentary, http://www.cripcommentary.com/faq.html.

Mike Ervin, “Jerry Lewis doesn’t deserve a humanitarian award at the Oscars,” The Progressive, Feb. 19, 2009, http://www.progressive.org/mag/mplewis021909.html

Screening: Jerry Lewis responds to Jerry Orphans on the national news:
http://www.youtube.com/watch?v=5tM4tTUMwGE


Jerry Lewis saying a homophobic slur on the 2007 telethon.
http://www.youtube.com/watch?v=AsmPK3Y04tg


Joan Crawford and her daughter Christina on 1968 MDA telethon, http://www.youtube.com/watch?v=GS7YIC8F2Ec


“The Kids Are All Right” (30 min.) http://www.thekidsareallright.org/watch.html



Feb. 20, “Hidden” Embodiment and Sensory Disabilities

Assignments due: Cognitive Embodiment “Curious Incident” short paper due


Before-lunch Readings:

Curious Incident of the Dog in the Nighttime by Mark Haddon (We will discuss the book at the beginning of class.)

Simi Linton, “Enter Disability Studies” Claiming Disability (NYU Press, 1998).

James Charlton, “Consciousness and alienation,” Nothing about us without us (Univ. of California Press, 2000).

Ralph James Savarese, “Joint Venture, Joint Resolution,” DSQ, Spring 2006, http://www.dsq-sds.org/article/view/677/854

Solomon, A. (2008, May 25). The Autism Rights Movement, New York magazine, http://nymag.com/news/features/47225/.

Browse:

The Autism Acceptance Project, http://www.taaproject.com/

Autistic Self-Advocacy Network, ASAN, www.autisticadvocacy.org



WrongPlanet.net, www.wrongplanet.net 

Screening: “Autism: The Musical” (94 min)

----Lunch-----


After-lunch Readings:

Simi Linton, “Disability Studies/Not Disability Studies,” Claiming Disability (NYU Press, 1998).

James Charlton, “Observations on everyday life,” Nothing about us without us (Univ. of California Press, 2000).

Solomon, A. (1994, August 28). Defiantly Deaf, NY Times. www.nytimes.com

Hibberd, J. “Digital Revolution Excludes Closed Captioning” in TV Week, June 17, 2007.

http://www.tvweek.com/news/2007/06/closed_captioning_excluded_dig.php

Miguel Hilft, (Nov. 19, 2009) “Google to Add Captions, Improving YouTube Videos,” NY Times, http://www.nytimes.com/2009/11/20/technology/internet/20google.html?_r=2&scp=1&sq=google%20captioning&st=cse

National Association of the Deaf, “Internet Access and Broadband,” http://www.nad.org/issues/technology/internet-access-and-broadband

National Association of the Deaf, (Oct. 28, 2009) “Marlee Matlin champions Internet Access for the NAD,”

Alice Lipowicz, Federal Computer Week, (Nov. 16, 2009) “Gov. 2.0: Transparency without accessibility,” http://www.fcw.com/Articles/2009/11/16/POL-accessibility.aspx?Page=1

Browse:

Seeing Beyond Sight, www.seeingbeyondsight.org

Screening: “Touch the Sound, A Sound Journey with Evelyn Glennie” (120 min.)

Feb. 27

International perspectives on disability, the Internet and the world of disability culture
Assignments due: Empowerment paper proposal

Before lunch readings:

Simi Linton, “Applications/Epilogue” Claiming Disability (NYU Press, 1998).

James Charlton, “Empowered consciousness and the philosophy of empowerment,” Nothing about us without us (Univ. of California Press, 2000).

Disability Social History Project, “Disability History Timeline,” http://www.disabilityhistory.org/timeline_new.html.

Barbara J. McKee, Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/

Barbara J. McKee, Renaissance: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/renaissance.htm

Barbara J. McKee, Awareness: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/awareness.htm

Barbara J. McKee, Holocaust: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/holocaust.htm

Barbara J. McKee, Civil Right: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/civil_rights.htm

Barbara J. McKee, Disability Culture: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/disability_culture.htm

Barbara J. McKee, Self-Advocacy: Disability Timeline,” http://www.chairgrrl.com/DisabilityTimeline/selfadvocacy.htm


Screening: “Disabled Women: Visions & Voices” (13 min) http://video.google.com/videoplay?docid=-4833198064580117217#

“The Color of Paradise” (90 min.)

-----Lunch-----

After-lunch Readings:

James Charlton, “The organization of empowerment,” Nothing about us without us (Univ. of California Press, 2000).

James Charlton, “The dialectics of oppression and empowerment,” Nothing about us without us (Univ. of California Press, 2000).

Bad Cripple blog, http://badcripple.blogspot.com/: Read at least 10 postings to this blog and prepare at least questions for Mr. Peace.

Speaker: William Peace, author of the Bad Cripple blog


March 6, Disability Imagery & Enfreakment

Before-lunch Readings:

Haller, Beth. “Media models of disability representation” (handout)

Hahn, H. (1988). Can disability be beautiful? Social Policy, 18:3, pp. 26-32. (on e-reserve)

British Film Institute, “Why study moving image media?” http://www.bfi.org.uk/education/teaching/disability/introduction/.

British Film Institute, “The history of attitudes to disabled people” http://www.bfi.org.uk/education/teaching/disability/thinking/.

British Film Institute, “Disability in moving image media: a history, First, second, third & fourth periods” http://www.bfi.org.uk/education/teaching/disability/treatment/history/.

Reid-Hresko and Reid, Deconstructing Disability: Three Episodes of South Park

Non-Traditional Casting Project, “Written on the Body: A Conversation about Disability,” April 18, 2006, Transcript: http://www.ntcp.org/Written/Transcript418_FinalCB.htm.

Haller, “If They Limp, They Lead? News Representations and the Hierarchy of Disability Images” in Handbook of Communication and People with Disabilities by Dawn Braithwaite and Teri Thompson (editors). Mahwah, NJ: Lawrence Erlbaum, 2000. (on e-reserve)

Screening: “South Park,” Pelswick,” Disability cartoons, News and photo images of disability

------Lunch-----

After-lunch Readings:

Bauer, Patricia. What’s so funny about disability? NY Times, Dec. 11, 2005.

LeBesco, K. “There's Something About Disabled People: The Contradictions of Freakery in the Films of the Farrelly Brothers,” DSQ, Fall 2004

Cherney, James, “Review of The Ringer,” 2005, http://www.dsq-sds.org/article/view/740/917.

Johnson, Mary. “Can movies dispel stereotypes,” Edge-centric blog, 2005, http://www.raggededgemagazine.com/blogs/edgecentric/archives/2005/12/can_movies_disp.html

Browse:

Josh Blue web site, http://www.joshblue.com

Screening: “The Ringer” (94 min.)

March 13, The war, disability, language & changing attitudes

Assignments due: Embodiment paper

(We will have a discussion of your papers at the end of that day’s class. Please bring a list of the significant ideas you found in the memoir you read.)

Before-lunch Readings:

Nora Eisenberg, (March 17, 2009) “The Most Pervasive Combat Injury Among U.S. Soldiers is Invisible -- and the Pentagon Has Tried to Keep it That Way,” Alternet, , http://www.alternet.org/story/132067/.

Kari Lyderson, (August 9, 2009) “Paralympics Offer Wounded Veterans a Chance to Dream,” The Washington Post,

The AP, (May 12, 2008) Number of disabled vets up by 25% since 2001, , http://media-dis-n-dat.blogspot.com/2008/05/number-of-disabled-veterans-up-by-25.html.

Donna Bowater, (Dec. 24, 2009) War amputee toll doubles in 12 months, The Express, http://www.express.co.uk/posts/view/147925/War-amputee-toll-doubles-in-12-months

Screening “Body of War” (87 min.)
http://www.bodyofwar.com/


------Lunch-----

After-lunch readings:

June Isaacson Kailes, “Language is more than a trivial concern,” (on e-reserve)

Melanie Crowley & Mike Crowley, “Spotlight on handicap,” Take our word for it, 66, 1999, http://www.takeourword.com/Issue066.html.

Art Blaser, “Changing the meaning of ‘disability,’” Ragged Edge, 2002, http://www.raggededgemagazine.com/0702/0702ft3.html.

Liat Ben-Moshe, “‘Lame idea:’ Disabling language in the classroom,” Building Pedagogical Curb Cuts: Incorporating Disability into the University Classroom and Curriculum, (Syracuse, NY: Syracuse University Press, 2005) 107-115. (on e-reserve)

Media dis&dat blog, Roundup of Tropic Thunder protests, Aug. 12, 2008, http://media-dis-n-dat.blogspot.com/2008/08/roundup-of-tropic-thunder-protest-media.html

R-Word campaign, (2008). “Tropic Thunder” Film -- Action Kit. http://www.thearc.org/NetCommunity/Page.aspx?pid=1806&srcid=1800

Carter-Long, L. (2008). “’Tropic Thunder’ – Hollywood Still Doesn’t Get It.” Disaboom.

Neda Ulaby, “Rethinking 'Retarded': Should It Leave The Lexicon?” NPR, Sept. 8, 2009, http://www.npr.org/templates/story/story.php?storyId=112479383.

Patricia E. Bauer, “A Movie, a Word and My Family's Battle,” The Washington Post, August 17, 2008, http://www.washingtonpost.com/wp-dyn/content/story/2008/08/15/ST2008081503088.html

Special Olympics, “Spread the word to end the word,” http://www.specialolympics.org/03-31-09_Spread_the_Word.aspx#

The AP, “End the R-word campaign spreads nationally,” April 1, 2009, http://media-dis-n-dat.blogspot.com/2009/04/end-r-word-campaign-spreads-nationally.html

Desson Thomson, “In Defense of That Taboo Word 'Retard'.” The Wrap, August 23, 2009, http://www.thewrap.com/ind-column/defense-taboo-word-retard_5628

Discussion of Embodiment papers.

 April 17

Assignments Due: Empowerment, Oppression, Identity Paper

(We will have a discussion of your papers at the beginning of class. Please bring a list of the significant points you made in your paper to discuss.)


Thursday, August 9, 2012

Honors Intro to Mass Communication, Fall 2012

HONORS INTRODUCTION TO MASS COMMUNICATION SYLLABUS

MCOM 102
Fall 2012
Instructor: Prof. Beth Haller
Phone: 704-2442
Office: Van Bokkelen 205B
E-mail: bhaller@towson.edu

Office Hours:
11 a.m. - 12:15 p.m. and 3:30-5:30 MW and by appointment. Feel free to send me E-mail messages at any time with questions about the class.

Course prerequisites:
None, except previous admission into the Towson University Honors College.

Course description:
Analysis of the theories, processes, and norms within mass communication fields.

Course objectives:
1. To gain understanding of mass communication and its processes.
2. To become aware of the effects of mass media upon society.
3. To understand the theoretical underpinnings and ethical standards within mass media fields.
4. To enhance media literacy.
5. To learn about the norms and practices within mass media fields.

Textbooks/Supplies (Required):
Media & Culture: Introduction to Mass Communication by Richard Campbell, et al.
Annual Editions: Mass Media 12/13

The New York Times newspaper, (which are available free in the Media Center foyer and on the first floor of Van Bokkelen.). Here’s a Web site with a list of other campus locations:
http://www.towson.edu/studentaffairs/civicengagement/collegiateReadershipProgram/index.asp

Course format:
The class will be primarily lecture and discussion. Students should prepare for each class by doing the readings assigned. We will also do some in-class media analysis work and group projects.

Grading:
Exam Number 1: 20 percent
Exam Number 2: 20 percent
Exam Number 3: 20 percent
Research paper: 15 percent
Group project presentation: 5 percent
Media use/effect paper: 10 percent
Current events quizzes/In-class assignments/attendance/class participation: 10 percent

Grading criteria for written assignments and course in general:
(Whenever written assignments are given, I expect you all to produce the best written work of which you are capable.)

90 - 100 ("A" & “A-“) On the written assignments, this means the paper is clear, organized coherently, and well-written. It is an effective discussion of the topic. It has no spelling, grammar, format, or accuracy errors. In terms of the course, this means you have almost perfect attendance, scores in this range on the tests, and have good questions and discussion in class.

80 - 89 ("B+", “B” & “B-“) On the written assignments, the paper is cohesive and well-organized, although it may have some minor spelling or grammatical errors. The discussion covers almost all of the important information and follows proper format. In terms of the course, this means you have good attendance, scores in this range on the tests, and have good questions and discussion in class.

70 - 79 ("C+" & “C”) On the written assignments, the paper is disorganized and contains many minor errors. The discussion missed some pertinent information or does not follow proper format. In terms of the course, this means you have poor attendance, scored in this range on the tests, and have not participated in class discussions.

60 - 69 ("D") On the written assignments, the paper ineffectively discusses the topic; it is not coherent or understandable. It contains an unacceptable number of spelling, grammar errors and/or inaccurate information or does not follow proper format. In terms of the course, this means you have missed more classes than you have attended, scored in this range on the tests, and have not participated in class discussions. Students may receive upper level elective credit with a D, but this course will not count among MCOM credits.

Below 60 ("F")* The paper contains major factual error(s) related to the topic. The information presented is completely incorrect. The paper does not meet the requirements in page length, focus, or format. In terms of the course, this means you have missed more classes than you have attended, scored in this range on the tests, and have not participated in class discussions. If you are caught cheating in any way, you will automatically receive an F in the course. If you attend the final exam and your average is below 60, you will receive F rather than an FX.

("FX")* This is an administrative failure for non-attendance or failure to withdraw. If you do not withdraw from the course by Towson’s preset deadlines for the semester and stop attending the class, this is the grade you will receive.

("I") Incomplete. At Towson University, students may only receive an Incomplete with "verifiable circumstances" and “where students have completed most of the term” (Towson University Undergraduate Catalog). I recommend a medical withdrawal over an incomplete. In many years of teaching, I have had only one student finish an Incomplete.

* If you receive an F or FX, you may only repeat the course once. After repeating the course, students will only receive credit for the course once and the highest of the grades will be calculated. The lower grade will remain on the transcript with an "R" before it to indicate the course was repeated. For the transcript to reflect the repeated course, students MUST submit a Repeated Course Form to the Records Office. Transcript adjustments are NOT automatic (Towson University Undergraduate Catalog).

Guidelines for all assignments
* No late papers will be accepted after the last day of the semester’s classes.
* Any late papers will lose points for each day they are late.
* Do not plagiarize, fabricate, or submit work you have done for another class. Cite all sources in your paper correctly. If you cut and paste material from the Internet without quote marks or a citation, that is plagiarism. If you paraphrase another’s material, make sure to properly cite the source.
Academic Dishonesty:
I do not tolerate plagiarism or fabrication of any kind. You should adhere to the University's policy on cheating and plagiarism. If you are caught breaking this policy, you will be prosecuted to the full extent that the policy allows. You should adhere to the highest possible standards of ethical behavior for this class.
* All assignments must be typed in the form requested and should contain your name, the date, and the assignment topic in the upper left-hand corner. (No folders or binders are necessary for assignments. Just staple the pages together.)
* Proofread and correctly edit your papers!

Participation:
If you regularly contribute to discussions, you receive 90-100 points for the 10% participation part of the grade. If you moderately contribute, you receive 70-89 points. And if you never or rarely contribute or have numerous absences, you will receive a 69 or below. Prolonged serious illnesses or hospitalization will be considered individually.

Students with Disabilities:
If you are registered with Disability Support Services, please see your instructor during the first two weeks of class to arrange your specific accommodations. If you believe you may need accommodation and have not registered with DSS, please do so by calling ext. 410-704-2638. Website: http://www.towson.edu/dss/

Student Athletes:
You must have a letter from the coach explaining your place on the team and a schedule of any away games or competitions during the semester. You must take any tests and prepare any assignments that conflict with this schedule before the test or due date, not after.

ASSIGNMENTS

Exams:
The 3 exams will contain objective questions, short answer, and essay questions about the books and other readings, as well as from in-class lectures and videos.

Current events quizzes:
For one month of the semester, you will be required to read the daily New York Times and will be tested for four Mondays on the previous week’s top news (M-F). All the quiz material will come from the previous week’s front pages (and possibly those stories’ jumps). Each quiz will have 10 open-ended questions. Note: Free New York Times are available in the Media Center foyer and on the first floor of Van Bokkelen.

Media use/effect paper:
You will recount your personal mass media use history and give examples of any effects it has had upon you. The paper should include sections on your preschool media use, your elementary school media use, your middle school media use, your high school media use, and your current media use. Each section should discuss your favorite media and why they are, how you used the media, and any effects from the media. For example, if you were a fan of “Saved by the Bell,” discuss the show and what you enjoyed about it and what effect it may have had on your perception of what high school would be like. Other examples of media effects might simply be remembering something you purchased after seeing it advertised in your favorite magazine or remembering that you learned Spanish words from “Sesame Street.” Finally, discuss how and why you fit into the demographic that the media were targeted toward. (Some Internet research on your favorite media will help with this.) Note: Please be honest. I don’t make any judgments on what people enjoy.
Length of paper: about 1500 words. Reference requirements: A comprehensive reference list of at least five articles, books, media websites or other materials you used.

Media Issue Research paper:
Each student will analyze one of four media issues provided. In your paper, you will relate other news articles or broadcasts that are similar to the case, as well as critical commentary on the media issue as found in mass media trade publications. Students also should explain how their own personal views influence their response to the media issue. The paper should synthesize all perspectives on the media issue and then discuss the student’s personal understanding/reaction/opinion of the issue. Length of paper: 2000-2500 words.
Group project: Groups of students will be working on the same media issue topic and will make a presentation about the topic and case study. They will discuss the case before the class and present the various sides on the topic.


WEEKLY SCHEDULE
(Schedule changes will be announced in class.)
(Readings are for the week and should be read before attending class.)

Aug. 29: Campbell, Chap. 1 critical approach 

Sept. 3: (No class, Labor Day)
Sept. 5: Campbell, Chap. 1&2 critical approach; Internet and new technologies; Campbell, Chap. 15, Freedom of Expression and Legal Issues

Sept. 10:  Campbell, Chap. 1&2 critical approach; Internet and new technologies; Campbell, Chap. 15, Freedom of Expression and Legal Issues
Sept. 12:  Media Issue Research groups assigned Sept. 12.

Sept. 17: Campbell, Chap. 15, Freedom of Expression and Legal Issues; Campbell, Chap. 14, Media Effects
Sept. 19

Sept. 24:  Campbell, Chap. 13, Values, Ethics & Democracy Start reading The New York Times
Sept. 26

Oct. 1:  Campbell, Chap. 7, Newspapers; Page One DVD 1st half; NY Times Current Events Quiz
Oct. 3:   Page One DVD 2nd half

Oct. 8:  Campbell, Chap. 8, Magazines NY Times Current Events Quiz
Oct. 10:  Exam 1, Chapters 1-2, 14-15 (Oct. 10)

Oct. 15:  Campbell, Chap. 4, Radio; NY Times Current Events Quiz
Oct. 17 

Oct. 22:  Campbell, Chap. 5, TV & Cable NY Times Current Events Quiz
Oct. 24 

Oct. 29:  Campbell, Chap. 6, Movies
Oct. 31:  Media use/effect paper due (Oct. 31).

Nov. 5:  Campbell, Chap. 10-11, Advertising, PR
Nov. 7  (Last day to withdraw from the course with a W.)

Nov. 12:  Exam 2, Chapters 13, 7-8, 4
Nov. 14:  No class, meet in your groups to prepare for group project presentations.

Nov. 19: Campbell, Chap. 10-11, Advertising, PR 
Nov. 21-23 (No class, Thanksgiving)

Nov. 26: Campbell, 12, Media Economics
Nov. 28

Dec. 3: Campbell, 12, Media Economics
Dec. 5: Media issue group projects presented

Dec. 10:  Media issue group projects presented
Dec. 12: (Last class) Media issue group projects presented; All Media Issue research papers due Dec. 12.

Thursday, Dec. 17, 8-10 a.m.: Final exam: Chapters 5-6, 10-12

HALLER’S CLASSROOM POLICIES:
Earning a college degree is an endeavor that is preparing you for a future in a professional workplace. I expect you to display those qualities of professionalism in my classroom. Here are some policies and behaviors that I require you to follow:

• You will show respect to your fellow classmates and your professor. You will not belittle or laugh at others’ ideas or dominate discussions. The professor may eject you from class for any inappropriate or disruptive behavior.

• You will not interrupt or disrupt the class. This means all cell phones will be turned off during class. AND NO TEXTING! If you eat or drink during class, you will do so quietly and will always clean up after yourself by throwing away your trash. Leaving class to get food or beverage is a disruption. Only the restroom or an illness is an acceptable reason to leave the class. If you have a legitimate reason for leaving class early, please tell your professor before class and sit near the door.

• You will be counted absent if you are more than 15 minutes late for class. You will be counted absent if you sleep in class, or leave class and don’t return.

• If you bring a laptop to class, it should only be used for taking notes. You will be counted absent for that class if I find you surfing the Internet, IMing, etc.

• You are allowed only 3 unexcused absences. After that, you must bring in documentation, i.e. a signed doctor’s note or a signed health center note. However, please DO NOT attend class if you are contagious; we do not want your illness. In the case of car or traffic-related absences, you must bring a car repair bill or towing bill. (Not being able to find a place to park on Towson’s campus is NOT an excused absence.) In the case of a death-related absence, please call or email before you attend the funeral and give me the name of the deceased. The key to an excused absence is proper documentation.

• Any UMS-recognized religious holiday is an excused absence, and the work missed can be made up. However, please inform your professor that you will be out of class and arrange to get the make-up work. Please obtain any missed notes from a fellow classmate.

• Work-related or internship-related absences are NOT excused. Do not sign up for a class that conflicts with your work/internship schedule, or if you do not have the free time to complete required outside class assignments.

• It is your responsibility to make up any missed work due to an absence. Please get to know your classmates and ask them first. The professor will discuss make-up work before or after class or during office hours, not during class time.

• You, not the professor, are responsible for your grade. If you do not complete an assignment, you will receive a zero.

• Do not attend class if you have been drinking or taking illegal drugs. If you do so, the campus police will be called and you will be asked to leave class.

• Never lie, cheat, plagiarize, or fabricate. A mature person asks for help, rather than taking these unethical “shortcuts.” If your professor cannot give you the help you need, then she will refer you to the numerous on-campus resources, such as tutoring services or the Writing Center. If the class is still too difficult for you, become self aware enough to understand when or if you should drop or withdraw from the class. There is no shame in withdrawing from a class and taking it another semester.

• Respect yourself enough to try your best, and the professor will respect you, too.


Liability Statement
"In all assignments, students must comply with all laws and legal rights of others (e.g., copyright, obscenity, privacy and defamation) and with all Towson policies (e.g. academic dishonesty). Towson University is not liable or responsible for the content of any student assignments, regardless of where they are posted."


Civility Code Introduction
Revised (approved by COFAC College Council 11/8/2011)

All College of Fine Arts & Communication Studies students, staff, and faculty are committed to collegial and academic citizenship demonstrating high standards of humane, ethical, professional, and civil behavior in all interactions.

We must take responsibility for the relationship between our personal conduct and the quality of campus life. What we do and say always has an effect on others, whether we see it or not. Civility means more than respecting campus facilities and grounds. Civility means consistently treating people with consideration and respect. It means being courteous, polite, and fair. It means recognizing diversity and honoring differing points of view. When our behavior is guided by concern for others in our community, we are being civil. Practicing civility requires thoughtful behavior and checking our assumptions and perceptions of others’ race, ethnicity, gender, gender expression, sexual orientation, abilities, culture, belief systems and economic status.

Civility Code
COFAC places a priority on learning. We value the inherent worth and dignity of every person, thereby fostering a community of mutual respect. Students have the right to a learning environment free of disruptive behaviors. Faculty have the right to define appropriate behavioral expectations in the classroom and expect students to abide by them. Faculty have the responsibility to manage and address classroom disruption. Staff have the right and responsibility to define appropriate behaviors necessary to conduct any university activity free of disruption or obstruction.

We believe that in order to achieve these ideals, all COFAC students, staff, and faculty are expected to exhibit and practice civil behaviors that exemplify: (1) respecting faculty, staff, fellow students, guests, and all university property, policies, rules and regulations; (2) taking responsibility for one’s choices, actions and comments; (3) delivering correspondence – whether verbal, nonverbal, written, or electronic – with respectful language using professional writing standards and etiquette; and (4) accepting consequences of one’s choices and actions.

The use of threatening or abusive language, writing, or behavior will not be tolerated and can lead to academic dismissal. Further information about civility can be found in Appendix F of the university catalog.

 
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TOWSON UNIVERSITY
College of Fine Arts and Communication
Department of Mass Communication and Communication Studies
Towson, MD 21252
410-704-3431

M E M O R A N D U M
TO: All Students in the Department Of Mass Communication and Communication Studies
FROM: Department Faculty
SUBJECT: PLAGIARISM AND CHEATING

Plagiarism
The Department of Mass Communication and Communication Studies adheres to the following policy regarding plagiarism:

1. Any words or images taken directly from another source (including the Internet) must be footnoted or cited and in quotation marks. Similarly, in oral presentations, attributions must be clear.
2. Any ideas derived from a source not in the public domain or of general knowledge must be clearly attributed.
3. Any paraphrased material must be footnoted or cited. In oral presentations, attributions must be clear.
4. All papers and presentations must be the student's own work. Submission of papers or presentations authored by others, even with their consent, constitutes plagiarism.

Any student found plagiarizing in any of the above ways will receive an automatic "F" for the assignment and may receive an "F" for the course. Documented evidence of the plagiarism will be kept in the department office, and will be reported to the Office of Judicial Affairs.
Any student discovered soliciting others to write a paper, speech, test, or other assignment for that student will receive an automatic "F" for the course.

There are ambiguities in concepts of plagiarism. Faculty will be available for consultation regarding any confusion a student may have.

Most students are careful to avoid blatant plagiarism, the unacknowledged copying of exact words of the source. However, students must also be aware that the concept of plagiarism extends not only to wording but to patterns or sequences of ideas. If you paraphrase without acknowledgement, using the same sequence or structure as the original author, then you are plagiarizing.

Students have the right to appeal a charge of plagiarism. An appeal starts with the chairperson of the department.

Cheating
The Department of Mass Communication and Communication Studies has adopted the following policy regarding cheating:

ANY STUDENT CAUGHT CHEATING ON ANY QUIZ OR EXAM WILL RECEIVE A MINIMUM OF AN "F" ON THE QUIZ OR TEST AND A MAXIMUM OF AN "F" FOR THE COURSE.