LE300 Integrative & Interdisciplinary Learning Capstone

for SP 2011

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


LE 300 Integrative & InterdisciplinaryLearning Capstone


SP 2011 HO


Zaharopoulos, Thimios


Interim Vice President for Academic Affairs


Ph.D. in Journalism - Southern Illinois University at Carbondale

Office Location

MacKay 14

Office Hours

8-9 am and by appointment

Daytime Phone




Semester Dates

Spring 2011

Class Days


Class Time

1:00 - 2:15 PM



Credit Hours



Barnett, B. and Reynolds, A. (2009). Terrorism and the press: An uneasy relationship.  New York: Peter Lang.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
LE300 Integrative and Interdisciplinary Learning Capstone: A seminar for the Liberal Education program, LE300 requires students to integrate the Park University Literacies, synthesizing diverse perspectives to achieve interdisciplinary understanding and exploring the relationships among academic knowledge, professional pursuits, and the responsibilities of local and global citizenship. 3:0:3

This Section's Course Description:  

Educational Philosophy:

Students are adults. College courses are to be challenging as well as intellectually stimulating.  The instructor’s job is to help students meet those challenges. Teaching is two-way communication, thus instructors ought to help students engage, while students ought to be prepared to offer information and analysis, in addition to receive the same from the instructor.  

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
  2. Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
  3. Synthesize diverse perspectives to achieve an interdisciplinary understanding.
  4. Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
  5. Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.

  Instructor Learning Outcomes
  1. Explain media effects particularly as they relate to the public agenda.
  2. Demonstrate an understanding of the role of the media in foreign policy.
  3. Analyze the characteristics of media events in general and acts of terror as media events, in particular.
  4. Define and compare distinguishing characteristics of various media.
  5. Synthesize an understanding of the role of terrorism in the world today, and its interaction with various media, particularly television.
Core Assessment:

Description of the Core Assessment Instrument This Core Assessment will be a paper that covers 100% of the Core Learning Outcomes. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and appropriate documentation. The project will be completed in the final quarter of the term. The paper must address a significant contemporary issue of a global nature relevant to the course, the student’s major, and the Liberal Education program.  The paper should synthesize multiple disciplinary perspectives and propose critical and creative responses.  Individual instructors will specify assignment details.

This assessment is designed to assess primarily Core Learning Outcomes 1, 2, 3, 4, 5, and will make up 20% of the course grade.

Link to Class Rubric

Class Assessment:

Course Grading:

1. Core assessment  (research paper)                                    25%                                     (125 points)

2. Midterm Test                                                            15%                                     (  75 points)

3. Participation                                                              10%                                     (  50 points)

4. In class discussion   (of readings)                                10%                                    (  50 points)

5. Journal and Analysis of Media Coverage                            20%                                    (100 points)

6. Quizzes & Media assignments                                         20%                                    (100 points)

TOTAL                                                           500 POINTS

Late Submission of Course Materials:

All assignments are expected on time.

Most assignments will be submitted through the eCompanion website.  Class handouts and assignments will be posted there as well.  Students who miss a class will be expected to check the website in order to submit assignments and be prepared for the next class session. A student who fails to submit work on its due date may email the assignment before 4:30 pm the same day.  Extenuating circumstances may be considered, if the student contacts the instructor promptly.  Written documentation may be requested in some circumstances.  

Classroom Rules of Conduct:

The following rules of conduct always apply:

1) Demonstrate respect for yourself, your classmates, and your instructor.

2) Be honest with yourself and others.

3) Keep your sense of humor.

4) Participate in discussions and activities, and invite others to participate as well.

5) Respect the ideas and opinions of other, even when you do not agree.

6) Contribute to an atmosphere conducive to learning, including eliminating distractions such as electronic devices (such as cell phones, etc), and off-topic conversations.


Course Topic/Dates/Assignments:

Course Topics/ Dates / Assignments:
The Instructor reserves the right to amend this schedule
Week Topic Reading Assignments
1. Introduction to the course Introduction
2. Defining Terrorism Chapter 1 Journal Assignment guidelines 
3 Major Terrorism Incidents Read: Nacos Introduction handout Newspaper assignment
4. The New Media Chapter 2
5. Terrorism Goals & the Media Chapter 3 Television assignment
6. The Theatre of Terror Chapter 4
7. Terrorism as a Media Event Chapter 5 Movie Assignment
8. Media Coverage of Terrorism Chapter 6 Midterm Exam
9. Media Coverage of Terrorism Read: Alali & Eke handout
10. Mass-Mediated Terrorism Read:  Weimann & Winn handout chapter 5 & 6
11. Presidential Polities and Public Opinion Read:  Weimann & Winn handout chapter 7 Journal Due
12. The Contagion Effect Chapter 7
13. Experts & Institutions Read: Herman & O'Sullivan handouts
14. A Critical Perspective Read: Herman & O'Sullivan handouts Research Paper due and presentations
15. Political Choices Chapter 8 Presentations

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

Students are encouraged to seek assistance for this and
other courses from the Academic Support Center in MA406 (across from the
library).  Tutoring assistance and writing help is FREE. 
Additionally, students may receive writing help through Park's Online Writing
Lab (OWL).  To access the OWL, go to http://parkonline.org/ and
log in.  From the "Special Courses" menu, choose CDL200 Virtual Student Services
Center and Online Writing Lab (OWL)
  You will find information
about writing under the "Writing Info" area, and will also find
directions for submitting a draft for feedback from our writing


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Core Learning Outcome #1                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Demonstrates a detailed and sophisticated understanding of the disciplinary content in relationship to its contexts. Demonstrates an accurate understanding of the disciplinary content in its own context. Disciplinary knowledge represented is incomplete or contains errors and/or omission of contextual factors; or CA guidelines are not followed.  
Core Learning Outcome #2                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Reflects more than a simple description of similarities and differences between disciplines to illustrate the interaction of the discipline's concerns, values, methodologies, and relationships to public life. Accurately identifies similarities and differences between the relevant disciplines' central concerns, values, methodologies, and relationships to public life. Fails to address either central concerns, values, methodologies, or relationships to public life for both disciplines; offers only a superficial discussion of all; addresses these issues for a single discipline; or addresses only similarities or differences; or CA guidelines are not followed.  
Core Learning Outcome #3                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Moves beyond simple interdisciplinary perspectives to achieve a sophisticated synthesis of perspectives that offers unique insights to the problem/issue. Generates valid interdisciplinary perspectives relevant to the problem/issue. Illustrates a single disciplinary perspective or offers a simplistic view of the problem/issue; or CA guidelines are not followed.  
Core Learning Outcome #4                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Applies a sophisticated and creative interdisciplinary understanding to various academic, professional, and civic concerns, uncovering the interconnectedness of those concerns. Applies an interdisciplinary understanding of academic professional and civic concerns. Fails to tie the interdisciplinary understanding to one or more of the following: academic, professional, or civic concerns; or CA guidelines are not followed.  
Core Learning Outcome #5                                                                                                                                                                                                                                   
(part of Core Assessment)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Goes beyond simple understanding to achieve a detailed, in-depth analysis and evaluation, highlighting strengths and weaknesses of the disciplinary modes. Evaluates various disciplinary modes of thinking in pursuit of holistic understanding. Exhibits only superficial evaluation or evaluates a single mode of disciplinary thinking; or CA guidelines are not followed.  
Overall project effectiveness                                                                                                                                                                                                                              
Outcomes 6.1-6.5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Project goes beyond meeting expectations to represent a creative/innovative and persuasive perspective. Project meets audience and genre expectations for coherence, organization, and mechanics/documentation. Project fails to illustrate effective audience analysis or fails to meet genre expectations in one or more areas: coherence, organization, and mechanics/documentation; or CA guidelines are not followed.  
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcome: University Mission Statement                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Employs conventions of Standard Written English with grace and style in a well-organized, fully developed essay. Employs conventions of Standard Written English in a well-organized, adequately developed essay. Illogical statements, lack of development and organization, and persistent problems with use of Standard Written English interferes with reader's ability to understand the point of the paper.  


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Last Updated:1/5/2011 10:09:40 AM