Syllabus
Issues In News | JOUR 40553.80 | Spring 2012 | Thursday 6:30-9:30 p.m. | Moudy South 203
Instructor | Kent Chapline, M.S.
Contact Information | kent@kentchapline.com | 817.500.5585 | Google Talk IM kentchapline
This version posted December 11, 2011 and updated March 1, 2012.
There are two parts to this syllabus: the plain-talk part and the official-speak part. They are equally important, but they serve different purposes. Please take a few minutes and read both parts.
There’s really no reason to print this syllabus. It will always be posted on KentChapline.com with the date of any changes. Print it if you must, but please think of the wasted trees before you do.
This is the plain-talk part of the syllabus.
This class is about how the news business works. Not the reporting/taking pictures/writing/editing part of the business; that stuff is covered in other classes. Here we will cover the decision making/ethical/oh-crap-how-do-I-handle-this-situation part of the business.
In other words, this class covers the hard part.
Not that the other stuff is easy; it’s not. But the other stuff is the craft of journalism. It’s like carpentry: when you know how to plan and measure and cut, you can produce a cabinet. And except for the size, kind of wood, and decoration, all cabinets are basically the same in the way they are constructed. To an experienced carpenter, this kind of work is rote.
In journalism, when you know how to report and write and edit, you can produce a story. And all stories are basically the same in the way they are constructed. To an experienced journalist, this kind of work is rote.
The hard work of journalism, the part that’s always hard no matter how much experience you have, is the part where you use your brain. Here’s what I mean.
- It’s September 11, 2001. The planes have already hit the towers, but the buildings have not fallen yet. You’re a TV news producer in Dallas directing local coverage of the live events coming from the east coast. You have a satellite feed showing people jumping from the burning skyscrapers to their deaths. You have 15 seconds to decide: do you show the video on live TV?
- Local police are tracking a serial killer in your town. The murderer decapitates the victims. Police come to you and say they have found a victim they can’t identify. They have her head, but not her body—so no fingerprints. They ask you to show the decapitated head on TV in the hopes that somebody will recognize her. What do you do?
- Hurricane Katrina has flooded New Orleans. You have helicopter video showing several bloated bodies floating in the water that fills neighborhoods. Do you show the videotape?
All of these examples are situations that working journalists have faced. There are many more. We’ll talk about them, the decisions that must be made, the factors to consider, and what you would do under the same circumstances.
Much of the time, the trick is that there is no right or wrong answer. But you must make an intelligent, informed decision. That’s what I hope to teach you how to do.
Why me? Well, this is what I do for a living. I’ve been doing it for nearly 20 years. I have been through a lot of these situations (including all three listed above). So I know something about it.
About contacting me outside class: I will do my best to be accessible to you outside of class. But remember that I am an adjunct (read part-time) professor and I have a full-time-plus job away from TCU. So I can’t be instantly available to answer your questions 24/7. I will try to get back to you the same day, but you must understand that’s not always possible. The trade-off—the benefit of having an adjunct like me as a teacher–is that you are learning this material from a working journalist with many years of experience. Also, as an adjunct I don’t have office hours or even an office. If you need to meet with me in that kind of situation, tell me about it and we will make other arrangements.
Email is always, always, always the best way to contact me: kent@kentchapline.com.
You may call me Professor Chapline or Mr. Chapline. It’s CHAP-lin, with a silent “e”. Like Charlie Chaplin.
Now we have come to the official-speak part of the syllabus.
(Much of this is copied from other TCU syllabi/policies.)
Course Objectives
This course is designed to develop critical thinking skills regarding the news business and its people. Class members will research, write about and discuss the issues and events that shape the news industry so that they may be intelligently conversant and knowledgeable about the business and professional practice of news.
This course addresses #5, #6, and #7 of the Schieffer Seven.
It is understood when you enroll in this class that you have received a copy of this semester’s syllabus for the course, that you have read this syllabus, that you understand this syllabus, and that you agree to abide by this syllabus, its policies, and its deadlines.
Schedule Of Class Topics
Several years of teaching experience has shown that in a seminar class such as this it is unwise to prepare a rigid topic schedule for each class meeting. Engaged and engaging discussions during class periods often necessitate changes to such a schedule, and the end result is a litany of changes and deviations from the original plan.
In other words, this syllabus does not contain a day-by-day list of the material we will cover in class. Preparing that kind of schedule would be a waste of effort because of the difficulty in estimating the length of time discussions will require. Trust that I know what topics we will cover in class. I will adjust the topic schedule as needed depending on how long it takes us to cover each one.
This syllabus represents my current plans and objectives for this course. The information contained herein, including dates and assignments, might change during the semester. Indeed, you should expect such changes. I will always clearly communicate such changes to the class.
Grading
There are four components to determining your final grade. A total of 100 points per component is possible. Your final grade will be the numerical average of the four components translated to a letter grade. Final averages ranging from 100 to 92.5 will be A; 92.4 to 89.5 A-; 89.4 to 86.5 B+; 86.4 to 82.5 B; 82.4 to 79.5 B-; 79.4 to 76.5 C+; 76.4 to 72.5 C; 72.4 to 69.5 C-; 69.4 to 66.5 D+; 66.4 to 62.5 D; 62.4 to 59.5 D-; 59.4 and below will be F. Your grade will be determined by the professor and will be based on:
1/4 Class participation and class attendance. Participation in class discussions and activities is expected and required. Regular and punctual class attendance is expected and required. Being present at and participating in all of every class meeting will yield a score of 100. Subtract 10 points from that every time you are absent, late, or leave early (except for Official University Absences). You will be asked to sign the roll at 6:30 p.m. sharp. Attendance and participation are CRUCIAL in a seminar such as this class.
1/4 A detailed one-week spreadsheet of your own media use and a 7-page paper analyzing your own media use. This is due in class on Thursday, March 15 and will include an in-class discussion. The spreadsheet should include notes about when, what, where, why, for how long, and why you use what media. The analysis should include your thoughts about how much time and money you spend consuming media products. The analysis should also include your thoughts about how such media use impacts the business of journalism and those who work in it.
1/4 A 15-minute oral presentation to the class and a 7-page typed paper due in the second half of the semester on a news issue of your choice, including relevant historical references and analysis. I must pre-approve your chosen topic, which you will present to me as a brief written abstract. The schedule will be announced in class. The deadline for signing up is Thursday, March 8. Presentations will be spread across two class meetings, April 19 and April 26. We will draw straws to determine who goes when.
1/4 A comprehensive final exam based on all material covered during the semester. This will be given during the regularly scheduled final exam period, Thursday, May 10, 2012 at 6:30 p.m. If you are a graduating senior, you must take the final earlier than that. Talk to me early and we will make mutually acceptable arrangements.
Class Policies
University policy states: “Regular and punctual class attendance is essential, and no assigned work is summarily excused because of absence, no matter what the cause.” If you miss class due to an Official University Absence (when a student is absent to represent the University in athletics, chorus, band, national or state meetings of organizations represented at TCU), I will be notified in advance by the university and will discuss this with you further at that time. Students are encouraged to use the resources of the Office of Campus Life if an emergency situation occurs, but these situations are NOT considered Official University Absences. Working on student media assignments during class is also NOT considered an Official University Absence.
This class will include readings, lectures, audio and video presentations, guest speakers, class discussions, and written assignments; these cannot be repeated if you miss them. Regular and punctual class attendance and participation are expected and required. In this class, there are NO make-ups and NO deadline extensions. Do not ask for them. Failure to turn in work on time will result in your grade on that work being lowered 10 full points.
NO FOOD, NO DRINKS, NO SMOKING ALLOWED IN 203. YOU WILL BE ASKED TO LEAVE THE ROOM AND MARKED ABSENT IF YOU FAIL TO FOLLOW THIS POLICY.
In this class, you will be treated in many respects as potential newsroom employees and you will be expected to conduct yourselves in a professional on-the-job manner. You will lose points for unprofessional behavior/language, for arriving late to class or leaving early, for texting and/or checking email during class. News is relentless; it is deadline driven in a 24/7 world; and it is brutally competitive.
I want you to take responsibility for learning in this class. I want you to see yourself as a young professional who treats this course as an opportunity to learn and to practice in what you would ultimately do in the workplace. Creativity, resourcefulness, perseverance and intelligence are highly valued skills/characteristics in/of journalists. Show that you have them. Avoid sexist, racist, and other intolerant language and imaging. You will lose points for it.
Academic Honesty
Students are expected to uphold the highest ethical standards. Any instance of academic dishonesty will be reported for action to the appropriate university
authorities. Examples of academic dishonesty include any fabrication of facts or sources or events, writing a misleading and/or dishonest paper, and submitting someone else’s work as your own. The penalties are severe (see below for more information). In any grade dispute, it is the student’s responsibility to produce for school and university review all tapes, scripts, computer disks and other materials upon which the grade was based. Grade appeals must be made in writing to me before 11:59 p.m. on May 11, 2012.
Style Issues
It’s important for writers to understand and to use different styles. What one is taught (and what one must use) can vary from area to area and job to job. Much like a dancer working under different choreographers, a student should learn, understand, adapt to, and reflect the requirements of the style in a class, role, position or job, with any writing well grounded in the fundamentals of grammar while adhering to appropriate style when required. Correct grammar, spelling, standard punctuation, and style are expected in all your written and spoken work. Misspellings and grammar/punctuation errors will cost you points. I am a stickler for this.
Using this course in your senior portfolio
Some students majoring in the Schieffer School must present a portfolio of their work before they can be cleared for graduation. That portfolio, required in the Senior Seminar course, will include evidence of your learning and samples of your work. The portfolio will be explained and demonstrated in Senior Seminar, but you cannot complete it unless you have saved samples of your work. If you have questions about the portfolio or work that can be included from this class, please ask your advisor. I am an adjunct professor and I am not involved in the senior portfolio process, nor do I know anything about it. Sorry.
Statement on Disability Services at TCU
Texas Christian University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students seeking accommodations should contact the Coordinator of Student Disabilities Services in the Center for Academic Services located in Sadler Hall, 1010. Accommodations are not retroactive, therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-6567.
Students with emergency medical information or needing special arrangements in case a building must be evacuated should discuss this information with their instructor/professor as soon as possible.
A personal note on disabilities: I am the father of two children with Asperger’s Syndrome, which is a form of autism. I have spent hundreds of hours fighting to get my kids’ various public schools to follow state and federal disability laws so they have the same opportunities as non-disabled kids. I have much more experience in this arena than anyone should. I say all this to tell you that I am extremely sensitive to the needs of students with disabilities. If you have a disability that might affect your experience in this class, it’s important to me that you know I am here to support you in any way I can. Please don’t hesitate to talk to me about it.
Academic Misconduct (Sec. 3.4 from the Student Handbook)
Any act that violates the academic integrity of the institution is considered academic misconduct. The procedures used to resolve suspected acts of academic misconduct are available in the offices of Academic Deans and the Office of Campus Life. Specific examples include, but are not limited to:
Cheating: Copying from another student’s test paper, laboratory report, other report, or computer files and listings; Using, during any academic exercise, material and/or devices not authorized by the person in charge of the test; Collaborating with or seeking aid from another student during a test or laboratory without permission; Knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release; Substituting for another student or permitting another student to substitute for oneself;
Plagiarism: The appropriation, theft, purchase or obtaining by any means another’s work, and the unacknowledged submission or incorporation of that work as one’s own offered for credit. Appropriation includes the quoting or paraphrasing of another’s work without giving credit therefore.
Collusion: The unauthorized collaboration with another in preparing work offered for credit.
Multiple submission: The submission by the same individual of substantial portions of the same academic work (including oral reports) for credit more than once in the same or another class without authorization.
Diversity Statement
The Schieffer School recognizes the diversity of American society and that mass communications professionals must work comfortably and effectively in that society, as well as in an interdependent global community. This course will examine the implications of this need for a professionally diverse orientation for journalists.
Policy on Classroom Disruptions
Turn off your mobile phones and other devices before class begins. You may not sleep, wear headphones, use electronic devices (such as smartphones), surf the internet, email/instant message, tweet, Facebook, or read newspapers while you are in class, except as directed by the instructor. You must not conduct side conversations or create other disruptions. It is disruptive to arrive late and/or pack up early. Be on time for class and plan on meeting for the entire class period.
Grading Policy of the Schieffer School of Journalism
The School of Journalism is a professionally oriented academic unit that seeks to equip students to step immediately into positions in mass communications and advertising/public relations. The industries served by the school are fast-paced, high pressure and demanding. These industries seek students who have the skills to perform from day one. A TCU degree or a TCU transcript will not earn you a job or job success. These industries are looking for definite and demonstrable skills. For that reason, the school will enforce these same expectations. An A in a journalism course means you have demonstrated significant achievement. The unit does not give A’s for effort or attitude or attendance or diligence or demonstrated responsibility in doing assignments promptly. Those are commendable and indeed do weigh in various degrees in your overall grade. But your grade will reflect your achievement of the objectives of the course. Remember, your work in this school is not to cross another line off your degree plan – it is to build the skills and competencies that assure success in the field for which you are preparing.
Class Notifications
Only the official TCU student email address and/or KentChapline.com will be used for all course notification. It is your responsibility to check both your TCU email and KentChapline.com on a regular basis.
About Me
I’m the Digital Content Manager for cbsdfw.com, the website of the CBS-owned radio and television stations in DFW. That means I’m responsible for all the content on the website, the social media, the mobile apps, and everything else that counts as digital. I have been a professional electronic journalist for 19 years and I am a seasoned expert at covering really big breaking news (think exploding Space Shuttles, F5 tornadoes, major hurricanes, etc.).
Prior to the digital part of my career, I produced TV newscasts across Texas and Oklahoma for 13 years.
I earned my bachelor’s degree in what was then called Radio-TV-Film at TCU. My master’s degree, also from TCU, is in News-Editorial Journalism. This is the second undergraduate journalism class I have taught at TCU.
