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LE 300G Integrative & InterdisciplinaryLearning Capstone:Terrorism &the Media
Plexico, Alvin A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

LE 300 Integrative & InterdisciplinaryLearning Capstone:Terrorism &the Media

Semester

S1Y 2013 MN

Faculty

Plexico, Alvin A.

Title

Adjunct Faculty

Degrees/Certificates

PhD, Business (Organizational Leadership), Northcentral University
MA, Communication, University of Oklahoma
BBA, Management, Texas Tech University

Office Location

Naval Support Activity, Millington, TN

Office Hours

By Appointment

Daytime Phone

901-569-7434

E-Mail

Alvin.plexico@park.edu

Alvinplexico@gmail.com

Web Page

www.drplexico.com

Semester Dates

January 14, 2013 – March 10, 2013

Class Days

--T----

Class Time

5:00 - 10:00 PM

Prerequisites

none

Credit Hours

3


Textbook:

Barnett, B. and Reynolds, A. (2009). Terrorism and the press: An uneasy relationship. New York: Peter Lang. ISBN: 0820495166. Paul, R. and Elder, L. (2008).
How to Detect Media Bias & Propaganda in National and World News. ISBN: 9780944583203; ISBN-10: 0944583156. Retrieved from http://www.criticalthinking.org/store/products/how-to-detect-media-bias-amp-propaganda/167

Additional Resources:
Aday, S. (2006). The framesetting effects of news: An experimental test of advocacy versus objectivist frames. Journalism and Mass Communication Quarterly, 83(4), 767-784. Baker, R. (2002, May/June). Want to be a patriot? Do your job. Columbia Journalism Review, 41, retrieved from http://www.russbaker.com/archives/CJR%20May-June%202002%20-%20Patriotic.htm Barstow, D. (2008, April 20). Behind TV analysts, Pentagon’s hidden hand. The New York Times. Retrieved from http://www.nytimes.com/2008/04/20/us/20generals.html?exprod=permalink Birge, E. and Nicholson, J. (2004). Journalism after 9/11. Quill, 92(6), 17. Retrieved from http://bit.ly/DrPlexicoBirgeNicholson2004 . Fox, J., Koloen, G., and Sahin, V. (2007). No joke: A comparison of substance in the Daily Show with Jon Stewart and broadcast network television coverage of the 2004 presidential election campaign. Journal of Broadcasting and Electronic Media, 51(2), 213. Retrieved from http://findarticles.com/p/articles/mi_m6836/is_2_51/ai_n25010532/ Hoffman, A., Jengelley, D.H.A., Duncan, N.T., Buehler, M. and Rees, M.L. (2010). How Does the Business of News Influence Terrorism Coverage? Evidence from the Washington Post and USA Today. Terrorism and Political Violence, 22(4), 559-580. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09546553.2010.493778 Kalb, M. (2004, September 15). Opening statement before the Select Committee of Homeland Security in the U.S. House of Representatives, 5-7 . Retrieved from http://www.gpo.gov/fdsys/pkg/CHRG-108hhrg25548/pdf/CHRG-108hhrg25548.pdf (pp. 5-7 only) Kean, T., Hamilton, L., Ben-Veniste, R., Kerry, B., Fielding, F., Lehman, J., Gorelick, J., Roember, T., Gorton, S., and Thomspon, J. (2004). Final Report of the National Commission on Terrorist Attacks Upon the United States, Washington, D.C. ISBN: 0-393-32671-3. Matsaganis, M.D., & Payne, J.G. (2005). Agenda Setting in a Culture of Fear: The Lasting Effects of September 11 on American Politics and Journalism. The American Behavioral Scientist, 49(3), 379-392. Nacos, B.L. (2003). Terrorism as breaking news: Attack on America. Political Science Quarterly, 118(1), 23-52. Pew Research Center (2012). Further Decline in Credibility Ratings for Most News Organizations. Retrieved August 21, 2012 from http://www.people-press.org/files/2012/08/8-16-2012-Media-Believability1.pdf Pew Research Center (2012). Winning the Media Campaign 2012. Both Candidates Received More Negative than Positive Coverage in Mainstream News, but Social Media was Even Harsher. Retrieved November 9, 2012 from http://www.journalism.org/analysis_report/winning_media_campaign_2012 Reynolds, A., and Barnett, B. (2003). This just in…How national TV news handled the breaking live coverage of September 11th. Journalism & Mass Communication Quarterly, 80, 689-703.

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Course Description:
LE300G Integrative & Interdisciplinary Learning Capstone: Terrorism and the Media The study of the interrelationships between terrorism and the mass media. An examination of various ways media cover acts of terrorism and terrorists, and how terrorists and media coverage influence the public agenda. Integrative and Interdisciplinary Learning Capstone: A seminar for the Liberal Education program, LE 300 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. Terrorism and the media is an exploration of how media coverage of terrorism influences leaders, members of the public, and those who use acts of terror to fulfill their own agenda. Learners will integrate and synthesize knowledge from communication, history, journalism, leadership, political science, and social science in order to fulfill their own responsibilities as citizens of the local and global communities. While reviewing the symbiotic relationship between terrorism and the media, learners will challenge their own understanding of those who commit acts of terror and those affected by terrorism.

Educational Philosophy:

Together we can all learn in an interactive environment through shared experiences. This requires:
 
Reading the class material in advance.
 
Preparing for each presentation.
 
Respecting all opinions.
 
Providing constructive feedback.

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. Define terrorism.
  2. Explain the roles media play in terrorist acts.
  3. Describe how media influence foreign policy.
  4. Analyze the characteristics of media events related to terrorism.
  5. Compare distinguishing characteristics of different forms of media.
  6. Criticize opposing views related to the symbiotic relationship between media coverage and terrorism.
  7. Defend the positive and negative aspects of media coverage and patriotism.
  8. Synthesize how political science, communication, and other fields of study may be used to better understand the relationship between terrorism and the media.
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:
Journal, media assignments, discussions, midterm exam, participation.

Grading:

Core assessment (research paper) 20%

Journal of media analysis 20%
 
Media assignments 20%
 
Discussion of readings 20%
 
Midterm Exam 10%
 
Participation 10%

Late Submission of Course Materials:

All written work will be submitted through the eCompanion Drop Box.
Late assignments will normally not be accepted; however, if the student expects to be late with an assignment the student must notify the instructor before the assignment due date (alvin.plexico@park.edu) . The instructor will deduct 10% for each day the assignment is late, but after the third day, the student will receive a grade of zero for the late assignment.
 
Students must keep copies of all written work for their own records.

Classroom Rules of Conduct:

All students are expected to give advance notification of absence by e-mail or by telephone.
Class members will lose participation points for each absence.
 
Excessive or frequent tardiness will result in loss of attendance points.
 
If there is something that will regularly prevent your timely arrival to class, notify the instructor in advance.
 
Learners are expected to be supportive of one another.
 
Audience response is crucial and your full attention should be directed to your peers who are presenting.
 
All electronic devices (e.g. cell phones) must be silenced during class.
 
See the Park University catalog for further information regarding appropriate student conduct.

Course Topic/Dates/Assignments:

The assignment calendar is subject to change.

*Read chapters one and two prior to the first week of class*
WEEK 1, January 15, 2013
 
Course introduction & syllabus review.
 
Introduction to terrorism and the press (Barnett & Reynolds, 2009).
 
What is terrorism? (Barnett & Reynolds, Chapter 1).
 
The news media and terrorism (Barnett & Reynolds, Chapter 2).
 
History of Terrorism Video (History Channel)
 
Security Leaks Video x 2 (Reliable Sources)
 
WEEK 2, January 22, 2013
 
The news media and government (Barnett & Reynolds, Chapter 3).
 
The Image (Barnett & Reynolds, Chapter 4).
 
10th Anniversary of 9/11 Video (Reliable Sources)
 
Discuss Nacos, B.L. (2003). Terrorism as breaking news: Attack on America. Political Science Quarterly, 118(1), 23-52.
 
Discuss Hoffman, A., Jengelley, D.H.A., Duncan, N.T., Buehler, M. and Rees, M.L. (2010). How Does the Business of News Influence Terrorism Coverage? Evidence from the Washington Post and USA Today. Terrorism and Political Violence, 22(4), 559-580. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09546553.2010.493778
 
Journal assignments due.
 
Media assignments review.
 
WEEK 3, January 29, 2013
 
Television and terrorism (Barnett & Reynolds, Chapter 5).
 
Media coverage of terrorism at home and abroad (Barnett & Reynolds, Chapter 6).
 
Media Critique of Current Events Videos x 2 (Reliable Sources)
 
Discuss Barstow, D. (2008, April 20). Behind TV analysts, Pentagon’s hidden hand. The New York Times. Retrieved from http://www.nytimes.com/2008/04/20/us/20generals.html?exprod=permalink
 
Discuss Fox, J., Koloen, G., and Sahin, V. (2007). No joke: A comparison of substance in the Daily Show with Jon Stewart and broadcast network television coverage of the 2004 presidential election campaign. Journal of Broadcasting and Electronic Media, 51(2), 213. Retrieved from http://findarticles.com/p/articles/mi_m6836/is_2_51/ai_n25010532/
 
Journal assignments due. Media assignments review.
 
WEEK 4, February 5, 2013
 
The challenge of patriotism: When journalism is accused of terrorism (Barnett & Reynolds, Chapter 7).
 
Lessons learned (Barnett & Reynolds, Chapter 8).
 
CNN Fort Hood Video (Larry King)
 
Discuss Pew Research Center (2012). Further Decline in Credibility Ratings for Most News Organizations. Retrieved August 21, 2012 from http://www.people-press.org/files/2012/08/8-16-2012-Media-Believability1.pdf
 
Discuss Reynolds, A., and Barnett, B. (2003). This just in…How national TV news handled the breaking live coverage of September 11th. Journalism & Mass Communication Quarterly, 80, 689-703.
 
Journal assignments due.
 
Media assignments review.
 
WEEK 5, February 12, 2013
 
Midterm exam.
 
The 9/11 Commission Report Video (History Channel)
 
WEEK 6, February 19, 2013
 
Final paper outline due.
 
How to Detect Media Bias & Propaganda in National and World News (Paul & Elder, pp. 2-24)
 
Discuss Matsaganis, M.D., & Payne, J.G. (2005). Agenda Setting in a Culture of Fear: The Lasting Effects of September 11 on American Politics and Journalism. The American Behavioral Scientist, 49(3), 379-392.
 
Discuss Farhi, P. (2012). How Biased are the Media Really. Retrieved April 27, 2012 from http://www.washingtonpost.com/lifestyle/style/how-biased-is-the-media-really/2012/04/27/gIQA9jYLmT_story.html
 
Journal assignments due.
 
Media assignments review.
 
Obama, Osama & Terrorism Coverage Video (Reliable Sources)
 
WEEK 7, February 26, 2013
 
How to Detect Media Bias & Propaganda in National and World News (Paul & Elder, pp. 24-46).
 
Discuss Baker, R. (2002, May/June). Want to be a patriot? Do your job. Columbia Journalism Review, 41, retrieved from http://www.russbaker.com/archives/CJR%20May-June%202002%20-%20Patriotic.htm
 
Discuss Birge, E. and Nicholson, J. (2004). Journalism after 9/11. Quill, 92(6), 17. Retrieved from http://bit.ly/DrPlexicoBirgeNicholson2004 .
 
Journal assignments due. Media assignments review.
 
Supreme Court Decision Video (Reliable Sources)
 
Terror Plot Leaks Video (Reliable Sources)
 
For next week, complete your core assessment (final paper).
 
For next week, complete your course evaluation.
 
WEEK 8, March 5, 2013
 
Core assessment (final paper) due.
 
Evaluations due for full participation credit.
 
C-Span Founder Video (Reliable Sources)
 
In the Trenches with ABC President Video (Reliable Sources)
 
Discuss Pew Research Center (2012). Winning the Media Campaign 2012. Both Candidates Received More Negative than Positive Coverage in Mainstream News, but Social Media was Even Harsher.
 
Discuss pp. 5-7 of Kalb, M. (2004, September 15). Opening statement before the Select Committee of Homeland Security in the U.S. House of Representatives, 5-7 . Retrieved from http://www.gpo.gov/fdsys/pkg/CHRG-108hhrg25548/pdf/CHRG-108hhrg25548.pdf
 

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 2011-2012 Undergraduate Catalog Page 95-96

Plagiarism:
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 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Core Learning Outcome #1                                                                                                                                                                                                                                   
Outcomes
(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                                                                                                                                                                                                                                   
Outcomes
(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                                                                                                                                                                                                                                   
Outcomes
(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                                                                                                                                                                                                                                   
Outcomes
(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                                                                                                                                                                                                                                   
Outcomes
(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
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                                                                                                                                                                                                                           
Outcomes
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.  

Copyright:

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Last Updated:11/20/2012 10:18:31 AM