Professional Communication M

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Master of Arts in Professional Communication

(January 24, 2009)

Table of Contents

Introduction and Overview page 2

Schematic Diagram of the Proposed page 4

M. A. in Professional Communication

Degree Program, Student Learning

Outcomes, and Internship

Description of Required Core Courses page 5

Description of Courses in Track One page 6

Description of Courses in Track Two pages 6-7

Description of Electives in pages 6-7

Professional Communication

Course Outlines for Courses in the pages 9-67

Core, Tracks One and Two, and

Electives in Professional Communication

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Master of Arts in Professional Communication

Proposed Master of Arts in Professional Communication

The Department of Communication

William Paterson University

As communication disciplines and practices constantly evolve, the Department of

Communication reviews course and program offerings to ensure our students are prepared to

compete in an array of professional and creative fields. This is evidenced by our recent overhaul

of our undergraduate program to provide four new major areas, with multiple concentration

offerings. The creation of the Master of Arts in Professional Communication addresses industry

needs at a more intense and rigorous level than offered in our undergraduate programs. The level

of detail and depth of the graduate course offerings provide a more challenging experience of

both recent graduates and working professionals who seek a career change or advancement

credentials and skills enhancements. A Master of Arts in Professional Communication at

William Paterson University places its emphasis on written, oral and visual communication in a

professional context. The program curriculum is designed to enhance communication skills and

managerial techniques. Students may tailor course work to meet individual career or academic

objectives and they will be prepared for work as professional communicators in business, public

service or a variety of media industries.

Upon completion of the program, students will have gained a fundamental understanding of

today’s communication opportunities and will have practical knowledge, strategic and critical

thinking ability and technical skills that may be immediately applied to the job market or

advanced studies.

The Master of Arts in Professional Communication is designed as an applied program of study.

The courses cover a range of skills essential to diverse professional communication

environments. The program aims to attract students interested in going into public relations

management, as well as a range of new media and corporate communication fields. There are

two tracks:

Track One: Corporate and Strategic Communication is designed for students interested

in furthering their studies in corporate communication. The courses would be taken by

students interested primarily in public relations, public relations management, and

entrepreneurial skills, such as Web marketing and web advertising.

Track Two: New Media and Professional Writing is designed for students interested in

advancing their skills in new media applications as well as professional writing. Courses

cover a range of digital media tools necessary in professional media production,

communication writing in the corporate environment and design.

The proposed M. A. in Professional Communication with its two tracks takes an integrated

approach in its curriculum design. No comparable graduate-level degree program exists in the

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tri-state area. In addition, William Paterson University is extremely competitive in its relatively

low tuition rates as a public institution. Our mission is to provide communication courses that are

aligned to the University’s central mission of preparing students for careers, advanced studies

and production citizenship in an increasingly global economy and technological world. Through

our undergraduate and graduate programs, the Communication Department offers an integrated

approach to the communication arts and technology through a humanistic and practical course of

study in concert with introductory and advanced production-oriented classes.

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Master of Arts in Professional Communication:

30 Credits

Required Core: 12 Credits

COMS 510: Integrated Communication (3 credits)

COMS 600: Survey in Professional Writing (3 credits)

COMS 606: Communication Law & Ethics (3 credits)

COMS 730: Master Project (3 Credits)

Track One: 9 Credits (Required)

Corporate & Strategic Communication

COMS 511: Professional Seminar (3 cr.)

COMS 512: Organization Communication (3 cr.)

COMS 620: Strategic PR Management (3 cr.)

Track Two: 9 Credits (Required)

New Media & Professional Writing

COMS 610: Writing for Digital Media (3 cr.)

COMS 615: Digital Comm Applications (3 cr.)

COMS 710: Adv Topics in Professional Writing (3 cr.)

Electives: 9 Credits

Professional Communication (3 credits each)

COMS 609: Leadership and Teamwork

COMS 613: Applications for Website Creation

COMS 621: Global Communication:

COMS 623: Crisis & Reputation Management

COMS 628: Press & Global Society:

COMS 715: Technology & Integrated Communication

Remarks:

Courses in one track may be taken as Electives by students

in the other track.

A maximum of six credits from outside of this program may be

accepted toward the partial fulfillment of M. A. in

Professional Communication’s degree requirements.

A graduate-level internship may be incorporated as part

of Master Project (COMS 730) to enhance the student’s

professional preparation.

Student Learning Outcomes

After completion of this program, students will be able to:

1. Understand the role of effective writing and digital

technology in professional communication and possess

a working knowledge of both

2. Effectively express themselves in written, oral, and

digital forms, as well as exercise their critical thinking

skill in diverse professional communication settings

3. Create a body of work in writing and digital forms in a

professional or scholarly portfolio

4. Demonstrate management-level interpersonal,

leadership and strategic decision making skills

5. Possess a body of applicable knowledge in the legal

and ethical dimensions of professional communication

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Required Core Courses: 12 Credits

Integrated Communication (COMS 510) -- Effective communication and management

in today’s society requires individuals possess a working knowledge of convergence and

the tools and techniques used in all forms of communication including oral, written,

visual and electronic communication. This course will teach students to understand and

apply integrated communication tools for a range of professional environments. Students

will develop problem-solving and strategic thinking abilities with an emphasis on the use

and language of imagery and design in both print and electronic communication. Through

the examination of case studies from Fortune 500 corporations to small businesses,

students will explore systematic approaches to management and communication in

various corporate structures.

Survey in Professional Writing (COMS 600) -- Introduction to the various forms of

professional writing with emphasis on purpose, structure and limitations, including

television, radio, new media, journalism, public relations, etc. Emphasis will be on

purpose, structure, and limitations. Students will create a portfolio of work as a

component of the class.

Communication Law & Ethics (COMS 606) -- Examines ethical, legal and moral

dilemmas found in business including electronic communication, corporate

communication/public relations, education and marketing. Issues covered include

individual responsibility, government regulation, libel, truthfulness and deception,

privacy and confidentiality. Students will analyze real world case studies and review

legal guidelines and operating principles for a range of industries. Via theoretical

discussion, cases and hands on critical thinking exercises, students develop the ability to

recognize, articulate and navigate the legal and ethical aspects of managerial decision

making.

Master Project (COMS 730) -- The Master Project will illustrate core competencies

including a demonstrated proficiency in effectively communicating in a variety of

environments through writing, verbalization and technology use. An ability to analyze

and solve problems, conduct research and develop and deliver polished presentations in

management settings is essential to successful completion in this program. Portfolio

project may entail production of professional quality work deliverable for a client in the

professional world (approved by the organization); project portfolio with proposal,

journal, paper, deliverables, client letter, etc.; critical study and paper of an issue relevant

to professional communication. A graduate-level professional internship may be

incorporated as part of the Master Project to enhance the student’s professional

preparation.

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Track ONE (of two): 9 Credits

Corporate & Strategic Communication

Professional Seminar (COMS 511) -- A series of lectures and seminars led by

professional industry leaders in the public relations, media and communication fields.

Senior executives from major corporations and firms will discuss topics and present cases

relevant to the global public relations and integrated corporate communication industry.

Students will complete a research study in a related communication area as part of their

participation in this course.

Organizational Communication (COMS 512) -- This course provides a framework for

analyzing organizational structures and processes, and a consideration of how they

influence and are influenced by organizational communication activities. Students will be

prepared to understand, analyze, and effectively participate in organizational life. Special

emphasis will be given to the role that communication plays in the management of

organizational change today.

Strategic Public Relations Management (COMS 620) -- Corporate communication and

Public relations professionals create programming against business objectives as well as

communication objectives within an organization. Students will learn how to successfully

work within the increasingly blurred lines of the marketing mix (advertising, marketing,

promotion, sales, public relations, public affairs, investor relations, etc.). Students will

learn to effectively create, present, and lead integrated public relations and marketing

programming. They will learn how to manage accounts, employees, C-suite executives,

members of the media, marketing partners, finances, clients and business leaders within a

professional organization. Case studies, guest speakers and many role-play scenarios

contribute to the strategic and critical thinking development in this course.

Track TWO (of two): 9 Credits

New Media & Professional Writing

Writing for Digital Media (COMS 610) -- Examines the art and craft of writing for

digital media, including forms and limitations of the online environment. The course will

examine how the evolution of digital media has changed both the structure and

marketplace of “traditional” media. Students will write for digital media outlets created

for the class.

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Digital Communication Applications (COMS 615) -- This course gives graduate-level

introduction to digital media tools necessary in professional media production,

communication and design. The course will cover file creation and editing, compression,

and content transmission. Over the semester, students will explore professional tools as

well as the production possibilities with consumer applications and freeware.

Advanced Topics in Professional Writing (COMS 710) -- Explores selected topics in

greater detail, determined by current events or faculty interest, such as, but not limited to,

international media, grant writing, public relations, feature writing, technical writing, etc.

Electives in Professional Communication: 9 Credits

In addition to completing the 12-credit Core Requirement and one of the nine-credit Tracks,

degree candidates are also required to complete nine elective credits (three courses). They may

complete this requirement by taking courses in Electives in Professional Communication (see

below for course descriptions). Courses in one track may be taken as Electives by students in the

other track. A maximum of six credits from other disciplines may be accepted toward the partial

fulfillment of M. A. in Professional Communication’s degree requirements.

Electives in Professional Communication

Leadership and Teamwork (COMS 609) -- This course enables students to acquire

advanced theoretical knowledge and applied skills in the areas of teamwork and

leadership. The course provides a dual focus with a theoretical survey of, and practical

experience in, both team processes and leadership theories/practice. Specifically, the

course will examine the factors that affect team performance and leadership, and prepare

students to acquire and practice effective team and leadership skills. The course is also

designed to provide students with opportunities to understand and refine their ability to

work in teams (including interpersonal communication, agenda management, problem-

solving and decision-making, and conflict resolution) and to acquire and practice

leadership skills in the workplace

Applications for Website Creation (COMS 613) -- This course will introduce students

to basic tools used for creating web content such as Dreamweaver, Flash and Photoshop,

as well as to social networking sites, online production tools, and distribution systems.

Global Communication (COMS 621) -- This course uses a comparative analysis to

examine broadcasting in America and other countries. World broadcasting is viewed as a

social, political and economic force.

Crisis & Reputation Management (COMS 623) -- Crisis, reputation and risk

management issues are explored. The integral roles of a public relations or corporate

communication professional within an organization as part of a crisis team are discussed.

Topics include crisis planning and preparedness, reputation and risk management

assessment and responses, techniques and tools for communication professionals to

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utilize before, during and after a crisis situation. The role of stakeholders in forming and

influencing corporate reputation and image also is explored. Case studies of real

corporate crisis and scenario planning round out the curriculum.

The Press & Global Society (COMS 628) -- This course provides an overview of the

role of the press in a global society from historical and contemporary perspectives.

Students study philosophical and legal issues pertaining to journalism, analyze the

content and design of newspapers, and gain experience in the principles of journalistic

reporting, writing, and editing.

Technology and Integrated Communication (COMS 715) -- Course focus is on the

social implications of technological tools as they are used in integrated marketing

techniques. Students will explore the dynamics of such areas as viral marketing in the

context of social interaction, the evolution of social websites such Myspace.com and

Facebook.com, and other channels of integrated marketing from music downloads and

distribution, to matchmaking as big business.

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Proposed Master of Arts in Professional Communication

Department of Communication

Course Outline Drafts:

Required Core Courses

Track One & Track Two Courses

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COURSE OUTLINE: COMS 510 INTEGRATED COMMUNICATION

1) TITLE OF COURSE AND COURSE NUMBER:

COMS 510: Integrated Communication (3 credits)

2) DESCRIPTION OF COURSE:

Effective communication and management in today’s society requires individuals possess a

working knowledge of convergence and the tools and techniques used in all forms of

communication including oral, written, visual and electronic communication. This course will

teach students to understand and apply integrated communication tools for a range of

professional environments. Students will develop problem-solving and strategic thinking abilities

with an emphasis on the use and language of imagery and design in both print and electronic

communication. Through the examination of case studies from Fortune 500 corporations to

small businesses, students will explore systematic approaches to management and

communication in various corporate structures.

3) COURSE PREREQUISITES: NONE

4) COURSE OBJECTIVES:

a) Analyze case studies from global corporations to small business to explore various

management and communication approaches of senior executives

b) Teach management and professional communication applications of print and electronic

c) communication elements

d) Provide students with an understanding of convergence from strategic and technological

perspectives

e) Showcase tools and techniques are used in integrated communication (electronic, oral,

written) be it a speech to local union representations or a global online marketing

campaign

f) Develop student skills and abilities in the areas of written, oral and visual literacy for a

range professional communication scenarios

5) STUDENT LEARNING OUTCOMES. Upon completion of this course students will

a) Understand the history, theory and role of communication in a professional setting with

particular focus on management communication within and organization

b) Learn conceptual applications and how to manage technological tools and resources in

place today (Internet, presentations, broadcasting, vendors, etc.)

c) Understand the need and uses for integrated communication tools from an organizational

management perspective

d) Illustrate the ability to apply various communication skills across a range of marketing

communication disciplines (marketing, promotion, advertising, sales, public relations,

journalism, publishing, etc.) and distribution channels (oral/written, print, online,

broadcast, etc.)

e) Apply case study analyses lessons to their professional management style

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6) TOPICAL OUTLINES OF COURSE CONTENT:

a) The role of communication in professional settings

b) Integrated communication: history, theoretical foundations, contemporary society

c) Models of communication in business and management

i) Professional Cases: Best and worst practices of professional communication

(1) Fortune 500

(2) Mid-size

(3) Small business

d) Determining and evaluating the marketing communication mix

i) Consumer and constituent behavior, audiences, outcomes

ii) Managing the process across marketing communication disciplines

iii) Managing human, technological and financial resources (internal and external)

e) Applying and integrating communication methods

i) The use of technology and digital mediums

(1) Writing for digital mediums

(2) Presentations, memos, proposals, sales and marketing, human resources, risk and

crisis management

(3) Planning broadcasts (TV, radio, web), writing, scripting, preparation, purpose,

strategic planning, evaluation

(4) Writing for the web, utilizing web resources

(5) Conferencing, web, meetings, intranets/extranets, podcasting, texting,

presentations, video/digital

7) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT

LEARNING ACTIVITIES:

a) Lectures

b) Seminars and guest speakers

c) Student led discussions and presentations

d) Case analysis

e) Oral, written and digital presentations/projects

f) Readings, texts

g) Group work, exercises

8) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT

(STUDENT LEARNING OUTCOMES):

a) Research paper

b) Oral presentation including leading a discussion about an integrated communication topic

c) Project

d) Group work

e) Participation in discussions

f) Case analysis

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9) SUGGESTED TEXTS AND MATERIALS:

Buckingham M. & Coffman, C. First Break all the Rules: What the World’s Great Managers Do

Differently. New York: Simon & Schuster, 1999.

Dewdney, A. & Ride, P. The New Media Handbook. New York: Routledge, 2006.

Goldstein, N. The Associated Press Stylebook and Briefing on Media Law. Cambridge: Perseus

Publishing, 2000.

Hilliard, R. Writing for Television, Radio, New Media. 9th

Edition. Boston: Thomson

Wadsworth, 2008.

Ogden, J. Developing A Creative and Innovative Integrated Marketing Communication Plan.

New York: Prentice Hall, 1998.

10) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:

Argenti, P. Corporate Communication, 2nd

Edition, New York: McGraw-Hill, 1998.

Barrett, D. Leadership Communication. New York: McGraw Hill, 2006.

Belch G. & Belch, M. Advertising & Promotion: An Integrated Marketing Communications

Perspective. 7th

Edition. New York: McGraw Hill, 2007.

Bourhis, J., Adams, C. & Titsworth, S. The Style Manual for Communication Studies. New York:

McGraw Hill, 2006.

Curran, J. The Alternative Media Handbook. London: Routledge, 2007.

Goodman, M. Write to the Point: Effective Communication in the Workplace. Englewood Cliffs:

Prentice-Hall, Inc. 1984

Harris, T. Value Added Public Relations. New York: McGraw Hill, 2000.

Hattersley, M. & McJannet, L. Management Communication. 2nd

Edition. New York: McGraw

Hill, 2005.

Maki P., Schilling C. Writing in Organizations: Purposes, Strategies & Processes. New York:

McGraw-Hill, Inc. 1987.

Meeske, M. Copywriting for the Electronic Media: A Practical Guide. 6th

Edition, Boston:

Thomson

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Wadsworth, 2009.

PR News: Guide to Best Practices in PR Measurement, http://www.prnewsonline.com, April

2008.

Sylvi, G., Wicks, J., Hollifield, A., Lacy, S. & Broadrick, A. Media Management: A Casebook

Approach. 4th

Edition. New York: Routledge, 2007.

Whittaker, J. Web Production for Writers & Journalists. 2nd

Edition. London: Routledge, 2002.

Wood. Marketing Plan: A Handbook with Marketing PlanPro. New York: Prentice Hall, 2003.

11) PREPARER'S NAME AND DATE: Lorra M. Brown April 19, 2008

12) DEPARTMENT APPROVAL DATE: November 4, 2008

http://www.prnewsonline.com/

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COURSE OUTLINE: COMS 600 Survey in Professional Writing


COMS 600: Survey in Professional Writing (3 credits)

2) DESCRIPTION OF COURSE: An introduction to the various forms of professional writing

with emphasis on purpose, structure and limitations, including television, radio, new media,

journalism, public relations, etc. Students will create a portfolio of work as a component of

the class. The course refines students’ research and writing skills to help them advance

scholarly or professional aspirations.



a) Cultivate and polish professional and scholarly writing skills

b) Teach students about the importance of research and theory as foundations of as the basis

for developing professional and academic level critical thinking abilities and writing

skills

c) Acquaint students with the skills to systematically examine topics methodically using a

range of resources and research venues

d) Generate an understanding of the purpose, strategies, styles and structures, writing for

various venues including television, radio, Internet, journalism, public relations,

corporate communication and other academic or professional settings.

e) To provide ample opportunities for students to apply their writing skills to a wide range

of professional scenarios

f) Help students develop a body of work to advance professional aspirations

g) Expose students to various forms of professional writing and provide relevant examples

of writing in organizations

5) STUDENT LEARNING OUTCOMES. AT THE END OF THE COURSE STUDENTS

WILL:

a) Have a body of written work to use in a professional portfolio

b) Understand various forms and limitations of professional writing

c) Apply technical writing skills across a variety of settings

d) Become proficient editors of their work with consideration for structure, content, clarity

and purpose of their written body of work

e) Utilize research to produce professional and scholarly level written work including

selection and refinement of topics


a) The changing business environment

i) History, philosophies, technology

ii) Impact on business and professional writing style, content

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iii) Keeping current

b) Writing purposes, strategies and processes

i) Research strategies, sources, critical studies

ii) Understanding fundamental research elements: abstracts, literature reviews, problem

statements, data analysis

iii) Principles of business communication

iv) Professional writing styles

c) Strategies for writing in organizations

i) Management, authority, internal/external audiences

ii) Objective setting

d) Editing and revising

e) Applications of purposes, audiences, strategies, content, design

i) Corporate identity, branding, reputation management, promotion, marketing, public

relations, journalism, news, human resources, legal

(1) News releases, news & feature articles, writing for the web, annual reports, white

papers, proposals, grant writing, speeches, strategy documents, newsletters, legal

briefs, broadcast scripts, technical reports, general correspondence, email, memos,

letters, PowerPoint, OP-EDs, etc.



a) Porfolio development – culmination of research, written and edited materials

b) Exercises / Field work – using real world cases, students must utilize professional writing

skills to develop strategic responses/documents for various business scenarios

c) Journal article critiques – designed for students to practice reading and dissecting articles

d) Internet source summaries/critiques – students develop a proficiency in reviewing and

culling pertinent information while evaluating credibility of sources

e) Lectures/ Guest Speakers – participation in discussions of topics relevant to professional

communication and writing

f) Literature review / research paper – Review of existing research / writing about topic of

relevance to support or disprove their hypothesis regarding a professional

communication/writing topic. Paper should provide a solid foundation for future research

or professional endeavors



a) Portfolio of body of work generated over the course of the class

b) Editing skills tests – of peers, cases provided by instructor and own work

c) Critical analysis papers / exams relating to communication topic(s)

d) Writing exercises and assignments

e) Literature review / research paper

f) Oral and written presentation

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Handouts, case studies

The New York Times, Wall Street Journal, local dailies


Publishing, 2000.


McGraw Hill, 2006.

Publication Manual of the American Psychological Association. 4th

Edition. Washington:

American Psychological Association



Diggs-Brown, B. The PR Styleguide: Formats for Public Relations Practice. 2nd

Edition.

Belmont, CA: Thomson Wadsworth, 2007.

Effective Writing And Editing: A Guidebook for Newspapers. Reston, VA:

American Press Institute, 1985.

Frey, L.R., Botan, C.H., & Kreps, G.L. Investigating communication: An introduction to

research methods, 2nd

Edition, Boston: Allyn and Bacon, 2000.



Harris. Prentice Hall Reference Guide for Professional Writing. New York: Prentice Hall, 2007.



Hill, 2005.

Keeble, R. Print Journalism: A Critical Introduction. New York: Routledge, 2005.



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Edition, Boston:

Thomson

Wadsworth, 2009.

Ramage, Bean & Johnson. The Allyn & Bacon Guide to Writing. 4th

Edition. New York:

Longman, 2006.

Reinking & von der Osten. Strategies for Successful Writing: A Rhetoric, Research Guide,

Reader and Handbook. 8th

Edition. New York: Prentice Hall, 2007.

Rosen. The Academic Writer’s Handbook. New York: Pearson, 2006.

Stein, M.L. The Newswriter's Handbook: An Introduction To Journalism. Iowa

State University Press, 2000.

Strunk, Williams, and e.b.White. The Elements of Style. 3rd

Edition. New York:

W. W. Norton, 1980.

Thompson, R. Writing for Broadcast Journalists. 2nd


Van Riel, C. & Fombrun, C. Essentials of Corporate Communication. New York: Routledge,

2007.



11) PREPARER'S NAME AND DATE: Lorra M. Brown, April 21, 2008


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COURSE OUTLINE: COMS 606 COMMUNICATION LAW & ETHICS


COMS 606: Communication Law & Ethics (3 credits)

2) DESCRIPTION OF COURSE: Examines ethical, legal and moral dilemmas found in

business including electronic communication, corporate communication/public relations,

education and marketing. Issues covered include individual responsibility, government

regulation, libel, truthfulness and deception, privacy and confidentiality. Students will

analyze real world case studies and review legal guidelines and operating principles for a

range of industries. Via theoretical discussion, cases and hands on critical thinking exercises,

students develop the ability to recognize, articulate and navigate the legal and ethical aspects

of managerial decision making.



a) Provide a thorough examination of ethical, legal and moral issues in communication-

related businesses

b) Explore the systemic causes and consequences of unethical or illegal professional

conduct

c) Explore communication law and regulation, and technology policy, with particular focus

on implications of the digital age and global business

d) Educate students about legislation, regulation and ethical considerations that could

impact how a senior executive manages a contemporary business

e) Underscore the role and responsibilities of a corporation beyond generating profit

f) Showcase a mix of theoretical and real-world cases to expose students to a variety of

arguments and issues

g) Examine the impact of wireless communication: Internet, cell phones, etc.

5) STUDENT LEARNING OUTCOMES. BY THE END OF THE SEMESTER STUDENTS

WILL:

a) Develop the ability to recognize and articulate the legal and ethical aspects of managerial

decisions

b) Assess the impact of particular rules and policies, as well as to suggest policy reform

c) Engage in intelligent debate about values and application of judgment in a variety of

situations relevant to the communication industry

d) Explain legal rights and duties of the media, communication professionals and business

leaders

e) Demonstrate an understanding of complex rules and regulation affecting integration

between content and distribution of mass media entities (FCC, digital transition –

TV/radio, media ownership and control, marketing communication holding companies)

f) Present complex concepts orally and in written form

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a) Survey of Communication Fields

b) History of communication law and ethics

c) Current Issues

i) Communication & Media Law

(1) First Amendment, Privacy, Trademark & Copyright, Sarbanes-Oxley, Regulation,

Fairness, Privacy, Defamation, Internet, Intellectual Property, etc.

(2) Case Studies

ii) Ethics

(1) History & theory

(2) Ethical principles, Ethical guidelines (business and trade group codes of ethics)

(3) Case Studies

iii) The present and future: impact and implications

(1) Technology of communication channels

(a) Internet, wireless technology

(2) Media ownership and control

(3) Globalization



a) Case analyses and readings

b) Lectures and discussions

c) Films

d) News outlets

e) Exercises and group projects

f) Research paper / critical study



a) Case analyses

b) Journal article critiques

c) Research paper

d) Oral presentations

e) Exams


Nelson, B. Law & Ethics in Global Business. New York: Routledge, 2005.

Hindery, L. It Takes a CEO: It’s Time to Lead with Integrity. New York: Free Press, 2005.

Seigel. Communication Law in America. Boston: Allyn & Bacon, 2002.

Zelezny, J. Cases in Communication Law. 5th

Edition. Boston: Thomson Wadsworth, 2007.

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Bobbitt, R. Exploring Communication Law: A Socratic Approach, Boston: Allyn & Bacon, 2008.

Christians, C., Rotzoll, K., Fackler, M, McKee, K. & Woods, R. Media Ethics: Cases & Moral

Reasoning. 7th

Edition. Boston: Allyn and Bacon. 2005.

Creech, K. Electronic Media Law and Regulation. Boston: Focal Press. 1996

Dobkin, B., & Pace, R. Communication in a Changing World. New York: McGraw Hill, 2003.

Kiernan, M. Media Ethics: A Philosophical Approach. Greenwood Publishing, 1997.

Moore, R. Mass Communication Law and Ethics. 2nd

Edition. Mahwah: Lawrence Erlbaum

Associates, 1999.

Richards, J. & Murphy, J. Economic Censorship and Free Speech: The Circle of Communication

Between Advertisers, Media and Consumers. Journal of Current Issues & Research in

Advertising, 18(1), 21-34. 1996.

Wilkie, S. A Modest Proposal for Spectrum Reform. USC Center for Communication Law &

Policy. Los Angeles, 2008.

Zelezny, J. Communcation Law: Liberties, Restraints and Modern Media. 5th

Edition. Boston:

Thomson Wadsworth, 2007

Institute of Communication Ethics. www.communicationethics.net

Public Relations Society of America Code of Ethics. www.prsa.org.

RedHawk Communications. www.redhawethics.com

Media Ethics Magazine. www.mediaethicsmagazine.com

11) PREPARER'S NAME AND DATE: Lorra M. Brown, April 23, 2008.


http://www.communicationethics.net/

http://www.prsa.org/

http://www.redhawethics.com/

http://www.mediaethicsmagazine.com/

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COURSE OUTLINE: COMS 730: Master Project


COMS 730: Master Project (3 credits)

DESCRIPTION OF COURSE: The Master Project will illustrate core competencies

including a demonstrated proficiency in effectively communicating a variety of

environments through writing, verbalization and technology use. An ability to analyze

and solve problems, conduct research and develop and deliver polished presentations in

management settings is essential to successful completion in this program. Portfolio

project may entail production of professional quality work deliverable for a client in the

professional world (approved by the department and the host organization); project

portfolio with proposal, journal, literature review, paper, deliverables, client letter, etc.;

critical study and paper of an issue relevant to professional communication. A graduate-

level professional internship may be incorporated as part of a student’s Master Project.

2) COURSE PREREQUISITES: Completion of core graduate credits and at least 50 percent of

total graduate program credits. Permission of graduate director.

3) COURSE OBJECTIVE:

a) To create a project suitable as a master's degree project / thesis.

4) STUDENT LEARNING OUTCOMES:

a) Search scholarly and other appropriate resources and carry out a thorough and detailed

literature review

b) Complete a research study (professional or academic based)

c) Discuss implications of the findings

d) Follow an academic style manual, including proper documenting of all source material

e) Create and execute a research-based comprehensive professional communication

program including strategic and creative elements

f) Provide a critical assessment of body of work including tangible measures for success of

a communication program

5) TOPICAL OUTLINES OF COURSE CONTENT: It will provide the guidance and support

necessary to carry out the Master Project research study or project including a literature

review, original research, execution, analysis of success and business implications. The

study or project may have a creative component and may be carried out in various

professional settings, but it must contain a substantial research component to support the

program.

The Master Project supervisor will work with the student to make sure the Master Project is

being carried out. On an individual basis, as needed, the supervisor will make sure the

student knows:

22

a) Research including criteria for quantitative and qualitative methodologies and analysis

b) Original research study components (design, collection, analysis)

c) Program development including research, audience targets, objectives, strategies, tactical

execution, evaluation, budgeting, etc.



a) Discussions or individualized coaching where necessary

b) Lectures where necessary

c) Critiquing research or program designs

d) Master Project presentations

e) Discussion of strategic direction (for professional communication programs)

f) Review of creative materials

g) Professional assessment from host organization

h) On-site professional visits as appropriate

7) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT.

STUDENT LEARNING OUTCOMES MEASURED BY:

a) Evaluation/critiques of sections of the Master Project Study

i) Introduction, Literature Review, Research (Methodology and Procedures, Data

Analysis), Program Development, Program Elements, Program Execution,

Evaluation/Conclusions.

b) Evaluation/critiques of Master Project Program (Portfolio)

i) Research, audience analysis and targeting, objectives, strategies, tactical elements,

execution, budgeting, organization, project management, professional assessment,

project success, follow up



McGraw Hill, 2006.

Publication Manual of the American Psychological Association


Publishing, 2000.


Argenti, P. Corporate Communication, 2nd

Edition, New York: McGraw-Hill, 1998.




Edition.


23

Frey, L.R., Botan, C.H., & Kreps, G.L. Investigating communication: An introduction to

research methods, 2nd

Edition, Boston: Allyn and Bacon, 2000.







2008.

Radford, M. L. Barnes, S.B., & Barr, L. R. Web Research: Selecting, evaluating and citing.

Boston: Allyn and Bacon, 2002.

Seitel, F. The Practice of Public Relations. Tenth Edition. Upper Saddle River: Pearson/Prentice

Hall, 2007.


Approach. 4th


Wood. Marketing Plan: A Handbook with Marketing PlanPro. New York: Prentice Hall, 2003.




24

COURSE OUTLINE: COMS 511 Professional Seminar


COMS 511: Professional Seminar (3 credits)

DESCRIPTION OF COURSE: A series of lectures and seminars led by professional industry

leaders in the public relations, media and communication fields. Senior executives from major

corporations and firms will discuss topics and present cases relevant to the global public relations

and integrated corporate communication industry. Students will complete a research study in a

related communication area as part of their participation in this course.

2) COURSE PREREQUISITES: None


a) Provide a venue for students to learn from senior industry leaders about opportunities,

challenges and best practices in communication fields

b) Illustrate the depth and breadth of global communication industries

c) Present the opportunity for students to conduct a research study relevant to their career

aspirations with the guidance of senior working professionals outside of academia

4) STUDENT LEARNING OUTCOMES. STUDENTS WILL:

a) Demonstrate an understanding of the scope of challenges and opportunities facing

communication industries

b) Be able to analyze and dissect case studies of major communication issues

c) Produce a scholarly level research paper about a topic relevant to a professional

communication industry

d) Fine tune managerial and strategic thinking skills by interacting with senior level

professionals


a) Guest speakers from range of communication industries will present case studies, discuss

topics of relevance to the field, share best/worst practices in business, provide mentoring

and networking opportunities to students

i) Potential speakers include senior level professional communication executives from

organizations including Fortune 500 corporations, network television, public relations

firms, non-profit organizations, publishing, entertainment fields, financial institutions,

sporting organizations, utility companies, transportation industry, etc.

b) Research paper including comprehensive literature and original research regarding a

professional communication issue / topic. Full outline of research requirements under

separate cover.



a) Lectures / discussions

25

b) Summaries and reviews of guest speakers including case analyses of various lecture

topics

c) Research paper



a) Case analyses of lecture topics

B) Research Paper


Handouts and cases from lecturers

Publication Manual of the American Psychological Association. 4th

Edition. Washington:

American Psychological Association


Professional biographies of lecturers forthcoming.



26

COURSE OUTLINE: COMS 512 Organizational Communication


COMS 512: Organization Communication (3 credits)

2) DESCRIPTION OF COURSE: This course provides a framework for analyzing

organizational structures and processes, and a consideration of how they influence and are

influenced by organizational communication activities. This course also prepares students to

understand, analyze, and effectively participate in organizational life. Special emphasis in

this summer course will be given to the role that communication plays in the management of

organizational change in today’s organizations.

3) COURSE PREREQUISITES: COMS INTEGRATED COMMUNICATION

4) COURSE OBJECTIVES: Course objectives will be realized through the following student

learning outcomes. Students will be:

a) Familiar with literature that provides perspective on organization theory, organizational

communication, and organizational change;

b) Able to analyze an organization’s strategic, structural, and managerial responses to

various environmental circumstances (e.g., dramatic changes in communication and

technology) and the incongruencies in those aspects of organization that impinge on its

ability to operate effectively; and

c) Aware of the complexity and dynamism involved knowledge of computer-mediated

communication’s role in small groups.

5) STUDENT LEARNING OUTCOMES. By the end of the semester, students will be able to

do the following:

a) To evaluate the importance of theories in the development of knowledge about

organizational communication

b) Locate and evaluate original research about organization communication.

c) Critically evaluate organizational theories in terms of strength, weakness, and

contribution to the discipline

d) Apply organizational theories to a critical analysis of their own organization

e) Write a scholarly paper demonstrating an understanding of organizational theory and/or

practice

f) Locate and manage information in the library and the internet.

g) Apply oral and presentational skills through an individual presentation.

h) Demonstrate the ability to work with others

i) Exercise interpersonal skills through discussions and collaborative work with peers.

6) TOPICAL OUTLINE OF COURSE CONTENT

a) Introduction to Organizational Communication

b) Organizations and organization theory

27

c) Thinking creatively about organizational metaphors

d) Strategy, organizational design and effectiveness

i) Organizational purpose and structural design

ii) Fundamentals of org’l structure

iii) External environment

e) Open System Design Elements

i) Inter-organizational relationships

ii) Designing organizations for the international environment

f) Internal Design Elements

i) Manufacturing and service technologies

ii) Organization, size, life cycle, and decline

g) Managing Dynamic Processes

i) Organizational culture and ethical values

ii) Innovation and change

iii) Decision-making processes

iv) Conflict, power and politics

7) GUIDELINES/SUGGESTIONS FOR TEACHING METHODS AND STUDENTS


a) Lectures and discussions will be supplemented with experiential learning activities and

collaborative work.

b) Readings and exercises

c) Papers


(STUDENT LEARNING OUTCOMES)

a) Participation in lectures and discussions

b) Readings, assignments

c) Case study paper (s) exploring an organizational communication challenge

i) Literature review

ii) Case analysis and integration

iii) Organization analysis paper

d) Portfolio

9) SUGGESTED READINGS, TEXTS, OBJECTS OF STUDY:

Daft, R. L. (2006). Organization Theory and Design (8th Ed). Mason, Ohio: Thomson South-

Western.

Other readings, all available from journals in online databases:

Cramton, C. D. (2002). Finding common ground in dispersed collaboration. Organizational

Dynamics, 30(4), 356-367.

28

Daft, R. L. (1983). Learning the craft of organizational research. Academy of Management

Review, 8(4), 539-546.

Grosse, C. U. (2002). Managing communication within virtual intercultural teams. Business

Communication Quarterly, 65 (4), 22-38.

Madsen. A. (2001). Management metaphors. Available online at

http://www.strategic.innovation.dk/Engelsk/E-metaph.html

10) PREPARER’S NAME AND DATE: Sharmila Pixy Ferris, May 2001

11) ORIGINAL DEPARTMENTAL APPROVAL DATE: May 2001

12) REVISER’S NAME AND DATE: Sharmila Pixy Ferris, April 2008

13) DEPARTMENTAL REVISION APPROVAL DATE: November 4, 2008

29

COURSE OUTLINE: COMS 620 Strategic Public Relations Management


COMS 620: Strategic Public Relations Management (3 credits)

2) DESCRIPTION OF COURSE: Corporate communication and public relations professionals

create programming against business objectives as well as communication objectives within

an organization. Students will learn how to successfully work within the increasingly blurred

lines of the marketing mix (advertising, marketing, promotion, sales, public relations, public

affairs, investor relations, etc.). Students will learn to effectively create, present and lead

integrated public relations and marketing programming. They will learn how to manage

accounts, employees, C-suite executives (Chief Executive Officers, Chief Marketing

Officers, Chief Financial Officers, Chief Operating Officers), members of the media,

marketing partners, finances, clients and business leaders within a professional organization.

Case studies, guest speakers and many role-play scenarios will contribute to the strategic and

critical thinking development in this course.

3) COURSE PREREQUISITES: COM Integrated Communication


a) Generate an understanding beyond tactical components of public relations to a more

strategic approach of public relations and corporate communication management

b) To allow graduate level students to develop strategic public relations skills in high level

areas of crisis and issues management, programming, internal and external

communication

c) To strengthen writing skills, especially in the areas of research based programming and

proposal development

d) To use case studies as a discussion bases for determining proper public relations

strategies in a variety of situations

e) To illustrate the importance of public relations and corporate communication as part of

the overall integrated marketing mix

5) STUDENT LEARNING OUTCOMES. UPON COMPLETION OF THE COURSE

STUDENTS WILL:

a) Understand how to effectively manage people: clients, peers, bosses, subordinates,

prospects

b) Improve management techniques in key public relations areas as reputation management,

integrated marketing and crisis communications

c) Employ a skillful use of primary and secondary research including audience and business

analysis and targeting to drive development of strategic integrated marketing

communication planning

30

d) Effectively create, present and lead integrated public relations and marketing

programming for a major organization

e) Develop tools needed for developing and presenting comprehensive, effective and

measureable plans that incorporate all marketing disciplines and distribution channels


a) Managing in contemporary organizations

i) Managerial communication processes

ii) Impact of technology on managing

iii) Management and leadership functions of public relations

iv) Managing and motivating from entry level to the C-Suite

v) Client service

b) Public relations and corporate communications within an organization

i) Strategic planning and research

(1) Creating the framework: Objectives, Audiences, Strategies, Tactical Execution,

Budgeting, Metrics/Measurement, Timelines and Staffing Models

ii) Employee & Internal relations

iii) Community relations

iv) Investor relations

v) Public affairs

vi) Crisis and issues management

vii) Consumer relations and marketing communication

viii) Global public relations management

ix) Ethics and laws

c) Business development & presentations

d) Budget and account management



a) Lectures

b) Guest speakers

c) Case analyses

d) Group and individual project work

e) Written and oral program project, including research element

f) Exercises and role play scenarios



a) Quizzes / Tests

b) Group and individual project work

c) Program including research elements, written and oral presentation

d) Case analyses

e) Participation and leadership in discussions


31

Austin E., & Pinkleton, B. Strategic Public Relations Management: Planning and Managing

Effective Communication Programs. Mahwah: Lawrence Erlbaum Associates, 2001.

Chappel, T. Managing Upside Down: The Seven Intentions of Value Centered Leadership. New

York: Morrow, 1999.


Publishing, 2000.


Marriott, J.W. & Brown, K. The Spirit to Serve: Marriott’s Way. New York: Harper Collins,

1997.

Smith, R. Strategic Planning for Public Relations Management, 2nd

Edition, New York:

Routledge, 2004.

Handouts, articles and cases from PRSA.org, Holmes Report, PR News, PR Tactics, PR

Strategist, Wall Street Journal, The New York Times, etc.



Belch G. & Belch, M. Advertising & Promotion: An Integrated Marketing Communications

Perspective. 7th


Buckingham M. & Coffman, C. First Break all the Rules: What the World’s Great Managers Do

Differently. New York: Simon & Schuster, 1999.

Bullmore, J. Behind the Scenes in Advertising (Mark III): Brands, Business & Beyond. 3rd

Edition. United Kingdom: World Advertising Research Center, 2003.


Edition.


Doorley J. & Garcia, F. Reputation Management: The Key to Successful Public Relations and

Corporate Communication. New York: Routledge Taylor & Francis Group, 2007.



Hansen-Horn, T. & Neff, B. Public Relations from Theory to Practice. Boston: Pearson, 2008.

32


Edition. New York:

McGraw Hill, 2005.

Hynes, G. Managerial Communication. 3rd

Edition. New York: McGraw Hill, 2005

L’Etang, J. & Pieczka, M. Public Relations: Critical Debates & Contemporary Practice.

London: Routledge, 2006.



Peter, P. & Donnelly, J. Marketing Management. 8th



2008.

Seitel, F. The Practice of Public Relations, Tenth Edition. Upper Saddle River: Pearson, 2007.

Swann, P. Cases in Public Relations Management. New York: McGraw Hill, 2008


Approach. 4th


Van Riel, C. & Fombrun, C. Essentials of Corporate Communication. New York: Routledge,

2007.

Van Ruler, B., Vercic, A, & Vercic, D. Public Relations Metrics: Research & Evaluation.

Amsterdam: Routledge, 2008.

11) PREPARER’S NAME AND DATE: Lorra M. Brown, April 20, 2008



33

COURSE OUTLINE: COMS 610 Writing for Digital Media


COMS 610: Writing for Digital Media (3 credits)

2) DESCRIPTION OF COURSE: Examines the art and craft of writing for digital media,

including forms and limitations of the online and broadcast environment. The course will

examine how the evolution of digital media has changed both the structure and marketplace

of traditional media. Students will write for digital media outlets created for the class.

3) COURSE PREREQUISITES: Survey in Professional Writing


a) Systematically examine digital media topics and venues to expose students to the range

of the online and broadcast environment including content and context in a global

marketplace

b) Explore the history and evolution of digital media and its relevance to contemporary

society

c) Teach theory as foundations of as the basis for developing professional and academic

level critical thinking abilities and writing skills across all technological areas

d) Generate an understanding of the purpose, strategies, styles and structures, writing for

various digital media venues including television, radio, Internet

e) Help students develop a body of written work to advance professional aspirations

f) Expose students to case studies and real-world examples of digital writing

5) STUDENT LEARNING OUTCOMES. AT THE END OF THE COURSE STUDENTS

WILL:

a) Understand and articulate historical foundations, technological advancements and

business milestones that have led to contemporary digital media in a global marketplace

b) Be able to dissect and analyze various forms of digital media for content, purpose,

audience, writing style and structure

c) Provide comprehensive written critiques, evaluations and recommendations for

improvement of cases and real-world examples of digital media writing

d) Understand various forms and limitations of writing for digital media

e) Apply technical writing skills across a variety of digital media venues including

production of a body of work to use in a professional portfolio

f) Become proficient editors of digital media writing with consideration for structure,

content, clarity and purpose


a) The changing news & business environment

i) Context: History, philosophies, technology

ii) Impact on business

34

(1) Professional writing style, content

(2) Social and cultural

iii) Keeping current in a global society

(1) International & global media systems

b) Review of writing styles and purposes

i) Media problems and pressures

ii) What makes news now?

iii) Convergence

iv) News, marketing, mass communication professions and writing

c) Management and resource allocation

i) Multi-media applications, approaches: beyond the basics

(1) Print, radio, television, web, text news, podcasting, etc.

(2) Fundamentals of writing

(3) Digital writing: implications and applications beyond news media (business,

marketing, education)

(4) Analyzing existing digital writing and venues: case studies

d) The Web

i) Analysis of sources, sites, databases

ii) Applications of styles, content purpose, audiences, strategies, content, design

iii) Self-editing

iv) Ethics and law

v) Web best practices and cases



a) Lectures / discussions

b) Exercises / Field work – using real world cases, students must utilize professional quality

digital writing skills for various business scenarios

c) Case summaries/critiques – students develop a proficiency in reviewing and culling

pertinent information while evaluating credibility, audiences, purpose and effectiveness

of digital writing in various settings

d) Literature review / research paper – Review of existing research / writing about topic of

interest relating to digital media. Paper should provide a solid foundation for future

research or professional endeavors

e) Portfolio development – culmination of research, written and edited materials



a) Exams

b) Critical analysis papers

c) Writing exercises and assignments

d) Literature review / research paper

e) Oral and written presentation

f) Portfolio of written work

35


Handouts, case studies



Publishing, 2000.

Ryan, M. & Tankard, J. Writing for Print & Digital Media. New York: McGraw Hill, 2005.




Dominkick, J. The Dynamics of Mass Communication: Media in a Digital Age. Tenth Edition.

New York: McGraw Hill, 2009.

Hanson, J. & Maxcy, D. Sources: Notable Selections in Mass Media. New York: McGraw Hill,

1999.

Harris. Prentice Hall Reference Guide for Professional Writing. New York: Prentice Hall, 2007.



Hill, 2005.


Edition, Boston:

Thomson

Wadsworth, 2009.

Ramage, Bean & Johnson. The Allyn & Bacon Guide to Writing. 4th

Edition. New York:

Longman, 2006.

Reinking & von der Osten. Strategies for Successful Writing: A Rhetoric, Research Guide,

Reader and Handbook. 8th

Edition. New York: Prentice Hall, 2007.

Strunk, Williams, and e.b.White. The Elements of Style. 3rd

Edition. New York:

W. W. Norton, 1980.

Thompson, R. Writing for Broadcast Journalists. 2nd




36

COURSE OUTLINE: COMS 615 Digital Communication Applications

1. TITLE OF COURSE AND COURSE NUMBER:

COMS 615: Digital Communication Applications (3 credits)

2. DESCRIPTION OF COURSE CONSISTENT WITH THE WPU CATALOG: This

course introduces students to the tools and terminology necessary for communication in

an increasingly digitized professional environment. Students are prepared to create, edit

and archive digital video, text and audio documents.

3. COURSE PREEQUISITES: NONE

4. COURSE OBJECTIVES: The main objective of this course is to introduce students to

digital communication applications. Student will:

a) understand the intersection of professional communication and document design

b) survey a range of professional digital communication projects

c) evaluate the effectiveness of digital communication projects in the professional

environment

5. STUDENT LEARNING OUTCOMES: By the end of the course students will be able to

do the following:

a) identify standard tools used in digital communication

b) recognize and effectively use terms relevant for digital communication

c) effectively produce and edit digital still images

d) effectively produce and edit digital video images

e) effectively produce and edit digital audio

f) understand fundamental aspects of producing a website and blog

6. TOPICAL OUTLINE OF COURSE CONTENT

Week 1

Introduction to the course

Week 2

Digital Images / Sounds –

Image Resolution

Sample Rate

File Formats

Compression

Principals of Communication Design

37

Readings:

Paul Rand – Excerpts from Design Form and Chaos

Richard Saul Wurman – Excerpts from Information Design

Lev Manovich – Excerpt from The Language of New Media

Week 3

Photoshop:

Still Image editing

Week 4

Photoshop:

Still Image Editing

Review Key Imaging Terms

Week 5

Exercise 1 Due

Pro Tools:

Audio Editing

Week 6

Audacity:

Audio Editing

Review Key Audio Terms

Week 7

Exercise 2 Due

Final Cut Pro

Video Editing

Week 8

iMovie:

Video Editing

Exercise 3 Due

Week 9

Dreamweaver:

HTML/ Web Tools

Week 10

Coding in Microsoft Word

HTML/ Web Tools

38

Week 11

Exercise 4 Due

Final Project Development

Week 12


Week 13


Week 14


Week 15

Final Project Presentation

7. GUIDELIINE/ SUGGESTIONS FOR TEACHING METHODS AND STUDENT

LEARNING ACTIVITIES

This course will use a combination of lectures and collaborative production assignments.

8. GUIDELINES / SUGGESTIONS FOR METHODS OF STUDENT ASSESMENT


Key Terms

Students will be given a list of key terms relevant for each mode of production. These terms

could include file formats, current software titles and emerging compact media. Students will be

periodically quizzed on the key terms.

Production Exercises

Students will be assigned production exercises focusing on specific areas of production. The

production project will be demonstrated in class and later developed outside of class time. The

semester will end with a large-scale project incorporating a combination of techniques developed

and concepts developed during the semester. The production exercises will be graded based on

technical execution and conceptual integration.

Essay and Interview Readings

Students will be assigned a series of essays written by and interviews with information designers.

These texts will be used to inform the choices made when using digital communication

applications. Students will be expected to discuss these ideas in the context of their own

production work.

39

9. SUGGESTED READINGS, TEXTS, OBJECTS OF STUDY

Required Texts:

Multimedia: Making It Work (2007), Mc Graw-Hill Osborne, 7th

edition, Tay Vaughn

Document Design: A Guide for Technical Communicators (2008), Bedford/ St. Martin’s,

First Edition, Miles A. Kimball and Ann R. Hawkins

Information Design Website < http://www.informationdesign.org >

10. BIBILIOGRAPHY OF SUPPORTIVE TEXTS

11. PREPARER’S NAME AND DATE: Keith Obadike , 4/28/2008

12. DEPARTMENTAL APPROVAL DATE: November 4, 2008

http://www.informationdesign.org/

40

COURSE OUTLINE: COMS 710 Advanced Topics in Professional Writing

1. TITLE OR COURSE, AND NUMBER:

COMS 710: Advanced Topics in Professional Writing

2. CREDITS: 3

3. DESCRIPTION: Explores selected topics in greater detail, determined by current events or

faculty interest, such as, but not limited to, international media, public relations, feature writing,

technical writing, writing for radio and television, etc.

4. COURSE PREREQUISITE; None

5. COURSE OBJECTIVES:

a. Study form and function of professionally written articles, public relations material,

radio and television news, etc.

b. Examine the legal and ethical responsibilities of the writers in these settings.

c. Study the importance of deadlines, accuracy and clarity.

d. Study the use of electronic news gathering tools.

e. Examine the settings and conditions under which professionals in these areas work.

6. STUDENT LEARNING OUTCOMES: At the end of the semester a student will:

a. Write in the style of a professional journalist, public relations practitioner, radio or

television writer, etc.

b. Produce professional material specific to the semester’s topic, sucb as news articles, a

press packet, a radio or television news report.

c. Discuss pertinent and current issues specific to the semester’s topic.

d. Understand the role of ethics and law specific to the semester’s topic

e. Edit and copy edit the material according to the professional standards specific to the

semester’s topic

7. TOPICAL OUTLINES OR COURSE CONTENT: Depending on the semester’s topic:

a. Media law and ethics

b. Editing

c. Interviewing

d. News gathering

e. Online research and reporting

f. Format and structure

g. Action plans in public relations

41

h. Professional roles and responsibilities

i.

8. GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT:

Assessment activities will include writing assignments, tests, quizzes, oral presentations

and projects.

9. BIBLIOGRAPHY:

Bivins, Thomas H. Public Relations Writing: The Essentials of Style. New York: McGraw

Hill, 2007.

Block, Mervin, Writing Broadcast News: Shorter, Sharper, Stronger. Bonus Books, 1997.

(JMSC)

Christians, Clifford G., Mark Fackler, Kim B. Rotzoll, and Kathy Brittain McKee. Media

Ethics: Cases & Moral Reasoning 6th

edition. New York: Longman, 2001.

Friedlander, Edward; John Lee. Feature Writing for Newspapers and Magazines., 5th

edition.

Allyn & Bacon, 2003.

Hilliard, Robert L. Writing for Television and Radio. 9th edition, 2008.

Parsons, Patricia J. Ethics in Public Relations. Kogan, 2008.

Rystrom, Kenneth. The Why, Who and How of the Editorial Page. 4th Ed., State College,

PA: Strata Publishing, 2004.

Smith, Ronald D. Becoming a Public Relations Writer: A Writing Process Workbook

for the Profession, 2007.

Swann, Patricia. Cases in Public Relations Management. McGraw-

Hill, 2007.

Tuggle, C.A., Forrest Carr and Suzanne Huffman. Broadcast News Handbook:

Writing, Reporting, Producing in a Converging Media World, 3rd

edition. McGraw

Hill Publishing Co., 2007.

Wilcox, Dennis L. Pubic Relations Strategies and Tactics: New Jersey: Pearson, 2007.

Zelezney, John. Communications Law. New York: Cengage Learning, 2006.

10. PREPARER’S NAME AND DATE: Elizabeth Birge, Oct. 16, 2008


http://www.amazon.com/Becoming-Public-Relations-Writer-Profession/dp/080586301X/ref=sr_1_6?ie=UTF8&s=books&qid=1224367364&sr=8-6



42

COURSE OUTLINE: COMS 609 Leadership and Teamwork


COMS 609: Leadership and Teamwork

2. CREDITS: 3

3. DESCRIPTION OF COURSE CONSISTENT WITH THE WPU CATALOG: This course

enables students to acquire advanced theoretical knowledge and applied skills in the areas of

teamwork and leadership. The course provides a dual focus with a theoretical survey of, and

practical experience in, both team processes and leadership theories and practice.

Specifically, the course will examine the factors that affect team performance and leadership,

and prepare students to acquire and practice effective team and leadership skills. The course

is also designed to provide students with opportunities to understand and refine their ability

to work in teams (including interpersonal communication, agenda management, problem-

solving and decision-making, and conflict resolution) and to acquire and practice leadership

skills in the workplace

4. COURSE PREREQUISITES: None

5. COURSE OBJECTIVES

This course will enable students to acquire advanced theoretical knowledge and applied skills in

the area of group communication and leadership. Specifically, the goals of this course are:

• To understand the history of leadership and small group theory and practice.

• To teach the importance of theories in the development of knowledge about small group

communication and leadership.

• To better appreciate the roles of leadership and group communication in society.

• To provide realistic situations in which students can develop skill at participation in problem-

solving and decision-making groups.

• To provide students with opportunities to acquire the theoretical knowledge and practical skills

necessary to small groups, including, but not limited to problem-solving and decision-making,

conflict management and effective participation.

• To provide students with opportunities to acquire the theoretical knowledge and practical skills

necessary to leadership, including, but not limited to competent leadership communication, task,

maintenance and socio-emotional functions, conflict management and effective participation.

• To provide students with opportunities to learn and practice skills at selecting appropriate

responses to various colleague behaviors in task groups.

• To provide students with opportunities to acquire theoretical knowledge of computer-mediated

communication’s role in small groups.

6. STUDENT LEARNING OUTCOMES

By the end of the semester, students will be able to do the following:

• To evaluate the importance of theories in the development of knowledge about

communication

43

• Locate and evaluate original research about leadership and small group communication.

• Critically evaluate leadership and group theories in terms of strength, weakness, and

contribution to the discipline, as demonstrated in an Applied Analysis paper.

• Write a scholarly paper demonstrating an understanding of group and leadership theory.

• Locate and manage information in the library and the internet.

• Apply oral and presentational skills as a Discussion Leader and through an individual

presentation.

• To demonstrate the ability to work with others in an ongoing group problem-solving

project.

• To exercise interpersonal skills through class discussions and collaborative work with

peers.

• To develop the ability to critically evaluate group and leadership theories in terms of their

strengths, weaknesses, and contributions to the discipline, as demonstrated by the

selection and presentation of a primary research article.


Week 1: Introduction to the course & Introduction to each other.

Leadership and teamwork.

Sign up for dates for Study guides and articles

Teamwork: Theory and practice

Week 2: The nature of teams and team communication

Week 3: Introduction to group theory.

Week 4: Team development

Week 5: Conflict Management

Week 6: Decision making and problem-solving

Week 7: Begin group problem-solving project

Week 8: Leadership in teams

Group theory and Leadership theory

Week 10: Introduction to leadership

Week 11: Traditional views of leadership

Week 12:Leadership skills

Week 13: Theories of leadership + Time for review and work on

problem-solving project

Tying it all up: Applications

Week 14:: Presentation of Applied analysis papers + Exam review

Due: Applied analysis papers

Week 15:: Exam

Week 16: Grades reviewed and exams returned.

44

Group project report due

8. GUIDELINES/SUGGESTIONS FOR TEACHING METHODS AND STUDENTS

LEARNING ACTIVITIES

Lectures and discussions will be supplemented with experiential learning activities and

collaborative work.

9. GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT

(STUDENT LEARNING OUTCOMES): Assignments are described briefly below. More

detailed descriptions of assignments will be provided in class. Please note that this course

presumes that students have both writing and research competency. All papers must be

written in APA format1 . It is expected that students can meet the commonly accepted

standards of good writing. These not only include clear and appropriate language, and

correct grammar, punctuation and spelling, but also include clarity, cohesion, and appropriate

use of scholarly research to support opinions. Students' writing should also be clear and

focused, organized logically, and clearly reasoned. Poor writing will affect students' grades.

Students who need help with their writing should regularly visit WPUNJ's excellent Writing

Center, in the Atrium.

a. Group project

To provide an opportunity to apply leadership and group theories, the major assignment

in this course is a group problem-solving project culminating in a written report. Because

of the time constraints of the class, a To expedite the process, a choice of one of two case

studies will be provided in class so that the group can focus on the solving the problem.

Format for the report is attached. While the group report receives one grade, to ensure

equity, individual grades may be affected by students’ evaluation of each others

performance.

This assignment is worth 30% of the course grade.

b. Applied analysis.

This assignment allows students to reflect critically on a selected group or leadership

theory by conducting an applied analysis of a film. Students may select any suitable

1 Brief Overview of APA format

APA format is covered in the APA manual, which students are advised to buy and use. For the purposes of written

assignments, please keep the following in mind.

• Every page, including title page, must contain a Running Head and consecutive page number.

• All text must be double-spaced (throughout the paper).

• Every page should have at least a one inch margin all around.

• Only one side of the page should be used.

• Material from outside sources must be acknowledged using APA format. In brief, this means citing the author(s) name(s) and

date of publication in the text, and adding a Reference page to your paper. The Reference page should be arranged

alphabetically, and must provide complete bibliographic information according to APA format.

To avoid possibilities of error, please refer to the APA style manual before submitting your papers.

45

theory to the critical analysis of a film viewed in class. (Some possibilities are The

Breakfast Club, Apollo 13, 12 Angry Men, and 13 Days.) The 3-10 page paper should be

a focused analysis which clearly develops a central thesis that is a critical reflection of the

selected theory.

This assignment is worth 25% of the course grade

c. Discussion Leader

Students will sign up to serve as Discussion Leader for one chapter. Discussion Leaders’

responsibilities include the following:

a) Preparation of a Study Guide for the chapter (modeled on the Study Guides provided by

the professor in the first half of the class). Copies should be provided for all classmates.

b) Location of a (primary) scholarly research article on their selected chapter (the article

must be obtained from the library rather than the Internet). ). Copies should be provided

for all classmates.

c) Guiding the discussion (after the lecture portion of the class, which will be led by your

professor. Students are in no way responsible for teaching course material). Discussion

Leaders should have the knowledge to answer their prepared questions, but should focus

primarily to encourage discussion.

This assignment is worth 20% of the course grade

Grade breakdown Group Project: 30%

Discussion Leader: 20%

Applied analysis : 25%

Exam : 25%

[ Note that participation is expected. Failure to participate will result in a lowered final

grade, at the discretion of the instructor.]


Hirokawa, R. H., & Poole, M. S. (1996). Communication and group decision making.

Thousand Oaks, CA: Sage.

Barge, J. K. (1994). Leadership: Communication skills for organizations and groups. New

York: St. Martin’s Press.

11. BIBLIOGRAPHY OF SUPPORTIVE TEXTS AND OTHER MATERIALS

Burns, J. M. (2002). Transforming Leadership: A New Pursuit of Happiness. Grove Press.

Conger, J. A. (1992). Learning to Lead: The Art of Transforming Managers into Leaders.

San Francisco: Jossey-Bass.

Fisher, B. Aubrey. (1990). Small Group Decision Making: Communication and the Group

Process. New York: McGraw Hill.

46

Gardenswartz, L.,& Rowe, A. (1994). Diverse Teams at Work: Capitalizing on the Power

of Diversity. Chicago, IL: Irwin Professional Publishing.

Glacel, B. P. & Robert, Jr., E. A. (1996). Light Bulbs for Leaders: A Guidebook for Team

Learning. New York: John Wiley & Sons, Inc.

Hamlin, J. (1990). The Small Group Leaders Training Course: Trainer’s Manual and

Participant"s Manual. Colorado Springs, Colo.: NavPress,

Hart, P. T. (1994). Groupthink in Government: A Study of Small Groups and Policy Failure.

Baltimore: John Hopkins University Press.

Hofstede, G.(1996). Cultures and Organizations: Software of the Mind. New York, NY:

McGraw-Hill.

Kotter, J. P. (1996). Leading Change. Boston: Harvard School Press.

Kouzes, J. M., & Posner, B. Z. (2003). The Leadership Challenge, Credibility, Encouraging

the Heart (3rd

Ed.). San Francisco: Jossey-Bass,

Lencionia, P. (2002). The Five Dysfunctions of a Team: A Leadership Fable. San Francisco:

Jossey-Bass.

Morrison, A. M. (1992). The New Leaders: Guidelines on Leadership Diversity in America.

San Francisco: Jossey-Bass.

Scholtes, P. R. (1998). The Leader's Handbook. New York: McGraw Hill.

Simons, G. F., Vasquez, C., & Harris, P. R. (1993). Transcultural Leadership: Empowering

the Diverse Workforce. Houston, TX: Gulf Publishing.

Kenwyn, S., & Berg, D. (1990). Paradoxes of Group Life: Understanding Conflict,

Paralysis, and Movement in Group Dynamics. San Francisco: Jossey-Bass.

Tropman, J. E. (). Making Meetings Work: Achieving High Quality Group Decisions.

Thousand Oaks, CA: Sage.

Uhlfelder, H. F. (1995). Group Dynamics and Group Process. Atlanta, GA: Miller Howard

Consulting Group.

Wilke, H.A.M. (1994). Group Performance. New York: Routledge.

Williams, D.(1991). Seven Myths About Small Groups. Downers Grove, Ill.: InterVarsity

Press.

12. PREPARER’S NAME AND DATE: Sharmila Pixy Ferris, April 2008

47

13. ORIGINAL DEPARTMENTAL APPROVAL DATE: April 2008

14. REVISER’S NAME AND DATE: Sharmila Pixy Ferris, April 2008

15. DEPARTMENTAL REVISION APPROVAL DATE: November 4, 2008

48

COURSE OUTLINE: COMS 613 Applications for Website Creation


COMS 613: Applications for Website Creation

2. DESCRIPTION OF COURSE CONSISTENT WITH THE WPU CATALOG: This

course introduces students to the tools and terminology necessary for communication in

an increasingly digitized professional environment. Students are prepared to create and

edit web sites as well as to make use of current online social networking applications.

3. COURSE PREEQUISITES: NONE

4. COURSE OBJECTIVES: The main objective of this course is to introduce students to

web design techniques and applications. Students will:

a. understand the intersection of professional communication and web design

b. survey a range of professional web design projects

c. evaluate the effectiveness of web design projects in the professional environment

5. STUDENT LEARNING OUTCOMES: By the end of the course students will be able to

do the following:

a. identify standard tools used in web design and online social networking

b. recognize and effectively use terms relevant for web design

c. effectively produce and edit web sites

d. effectively use online social networking applications in a professional

environment


Week 1

Introduction to the course

History of the Internet

Site Review 1

Week 2

Function and Design in Web 1.0, 2.0 and 3.0

Introduction to HTML and XHTML

Text, Color, Size and Links

49

Week 3

Introduction to Photoshop

Image Editing and Placement

File Types

Creating Animated GIFs

Site Review

Student Guided Tour

Week 4

CSS

Page Layout

Tables

Layers

Week 5

Working in Dreamweaver

Organizing Work Flow

PHP

Student Guided Tour

Week 6

Adding Audio

Ogg Vorbis

MP3

Quicktime

Windows Media

Flash

Site Review

Week 7

Adding Video

Quicktime

Windows Media

Flash

Student Guided Tour

Week 8

Roll Over images

FTP

50

Frames

Flash Programming Continued

Week 9

Working with Wikis

RSS

Site Review

Student Guided Tour

Week 10

Social Networking Applications

Myspace

Facebook

imeem

Twitter

LinkedIn

Flickr

Goodreads

LastFM

Publr

Wordpress

Xanga

Seesmic

tumblr

Site Review

Week 11

Lifestreaming

Swurl

Sweetcron

Soup.io

Social Book marking

Delicious

Digg

Reddit

Webcasting/Media Sharing

Google Video

Blip.tv

Youtube

Daily Motion

51

Veoh

Vimeo

Week 12

Site Review


Week 13

Site Review


Week 14

Site Review


Week 15

Final Project Presentation

7. GUIDELIINE/ SUGGESTIONS FOR TEACHING METHODS AND STUDENT

LEARNING ACTIVITIES

This course will use a combination of lectures, site tours/demonstrations, and collaborative

production assignments.

8. GUIDELINES / SUGGESTIONS FOR METHODS OF STUDENT ASSESMENT


Guided Tours

Students will lead in-class guided tours of self-selected sites related to specific production

techniques and class discussions.

Production Exercises

Students will be assigned exercises focusing on specific areas of production. The production

project will be demonstrated in class and later developed outside of class time. The semester will

end with a large-scale project incorporating a combination of techniques and concepts developed

during the semester. The production exercises will be graded based on technical execution and

conceptual integration.


Required Texts:

Castro, E. (2006). HTML, XHTML, and CSS. Berkeley: Peachpit Press.

52

Negrino, T & Smith, D. (2007) Dreamweaver CS3 for Windows and Macintosh.

Berkeley: Peachpit Press.

10. BIBILIOGRAPHY OF SUPPORTIVE TEXTS

Gantenbein, D. (2008) Web 2.0 marketing for businesses: What it can do for

You. Retrieved from http://www.microsoft.com/midsizebusiness/web-v2-marketing-for-

businesses.mspx

Richards, J. (2007, October 24). Web 3.0 and beyond: The next 20 years of the

Internet. Times Online. Retrieved from

<http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2726

190.ece>

Shuen, A. (2008) Web 2.0: A strategy guide: Business thinking and strategies behind

successful Web 2.0 implementations. Sebastopol, CA: O’Reily Media, Inc.

Weber, L. (2007). Marketing to the social web: How digital customer

communities build your business. Hoboken: Wiley Press.

11. PREPARER’S NAME AND DATE: Keith Obadike , October 15, 2008


http://www.microsoft.com/midsizebusiness/web-v2-marketing-for-businesses.mspx

http://www.microsoft.com/midsizebusiness/web-v2-marketing-for-businesses.mspx

53

COURSE OUTLINE: COMS 621 Global Communication


COMS 621: Global Communication

2. CREDITS: 3

3. DESCRIPTION OF THE COURSE:

This course examines media content, structure, and regulation globally in comparison to

U.S. media, as well as the social and political effects of media in international settings.

4. COURSE PREREQUISITES: None.

5. COURSE OBJECTIVES: After successful completion of this course, students should be

able to:

a. Describe and analyze different political economies of the press and how they

affect regulation, ownership, and content of the media around the world

b. Describe and analyze various types of media ownership and regulation in

different blocs of nations

c. Describe and analyze issues pertaining to the flow of news, information, and

media products activities around the world

d. Compare and analyze the behaviors of multinational media corporations

e. Compare and analyze the uses and social, economic, political, and cultural

ramifications of cross-national media content and technology

f. Apply knowledge of the above as communication professionals in international

settings

g. Outline and discuss general current and future global media trends in the context

of professional communication

6. STUDENT LEARNING OUTCOMES: After successful completion of this course,

students will be able to:

a. effectively express in written and oral forms their academic and applied

understanding of theories, issues, and case studies in comparative political

economy of media, media globalization and international relations, and

international professional communication;

b. develop and conduct their own case studies and professional communication

projects in international settings;

54

c. analyze and use corporate, journalistic, and academic research materials

pertaining to professional communication in the global environment;

d. relate some aspects of their work in this course to comparable aspects of their

work in professional communication and or further graduate studies in this area.

7. TOPICAL OUTLINE OF THE COURSE CONTENT: Different sections of this course

may differ in the amount of time spent in studying the various aspects of mass

communication. However, all sections of this course will include the following broad

areas to be discussed as follows:

a. a analytical survey of comparative political economy of media and how they

affect regulation, ownership, and content of the media around the world

b. a analytical survey of various types of media ownership and regulation in

different blocs of nations

c. a critical analysis of issues pertaining to the flow of news, information, and media

products or activities around the world

d. a critical analysis of the behaviors of multinational media corporations

e. a critical analysis of the uses and social, economic, political, and cultural

ramifications of cross-national media content and technology

f. application of knowledge of the above as communication professionals in

international settings


LEARNING ACTIVITIES: A combination of teaching methods will be employed:

Lectures and class discussions will be regularly supplemented by required readings,

supervised case studies, written assignments that include international communication

project development, in-class group work or collaborative learning exercises, oral

presentations, and the use of multiple media forms.


(STUDENT LEARNING OUTCOMES): Assessment of student learning should be

multi-pronged. Classroom assessment techniques (CATs) may be used on a regular basis

to assess in-class learning. Major assignments addressing the topical areas outlined in

section 6 should contribute significantly to the course grade. In-class examinations do

not establish the sole measure of learning. A sample grade distribution follows:

Attendance/class discussions and contribution to required in-class exercises .... 20 %

55

An analytical case study project that has an oral presentation component .......... 30 %

An international communication campaign project development paper

that has an oral presentation component .................................................. 30 %

Exam .................................................................................................................... 20 %


Hallin, Daniel C. & Mancini, Paolo. (2004). Comparing media systems: Three models of

media and politics. Cambridge) in conjunction with de Mooij, Marieke K. (2005). Global

marketing and advertising: Understanding cultural paradoxes (Sage). [Serve as basic

readings, which may be updated when more current and appropriate texts are available.]

Plus a selection of journal articles and book chapters (see Section 10 below for

reference).

a. Other readings: May include other reading materials such as journalistic reports or

coverage of current developments relating to issues that are being addressed in the

class (see Section 6 above).

b. Media Sources: May also include the use of relevant instructional materials from

electronic media such as broadcast, cable, video, film, print, internet and related

multi-media venues for helping enrich students= study and understanding of the

various issues being addressed by the class (see Section 6 above).

11. BIBLIOGRAPHY OF SUPPORTIVE TEXTS (partial listing only; should be updated

periodically to enhance the bibliography=s recency):

Berger, Peter L., & Huntington, S. P. (Eds.). (2002). Many globalizations: Cultural

diversity in the contemporary world (pp. 1-16). New York: Oxford University

Press.

Chalaby, Jean. (Ed.). (2005) Transnational television worldwide: Towards a new

media order. London: I.B. Tauris.

Crane, Diana; Kawashima, Nobuko; & Kawasaki, Ken'ichi. (2002). Global culture:

Media, art, policy, and globalization. UK: Routledge.

Curtin, Michael. (2003). Media capital: Towards the study of spatial flows.

International Journal of Cultural Studies, 6(2), 202-228.

Curtin, Michael. (2005). Murdoch's dilemma, or 'What's the price of TV in

China?' Media, Culture & Society, 27(2), 155-175.

Featherstone, Mike (1996). Localism, globalism and cultural identity. In Rob Wilson and

Wilmal Dissanakayke, Global/local: Cultural production and the transnational

imaginary (pp. 6-77) Durham: Duke University Press.

Harwit, Eric, & Clark, Duncan. (2001). Shaping the internet in China: Evolution of

political control over network infrastructure and content. Asian Survey, 41(3),

377-408.

Iwabuchi, Koichi. (2002). Recentering globalization. Durham, NC: Duke

University Press

Johansson, Johny K. (2008). Global marketing: Foreign entry, local marketing, and

56

global management. 5th ed. New York: McGraw-Hill/Irwin.

Lee, Paul S. N. (Ed.). (1997). Telecommunications and Development in China.

Cresskill, NJ: Hampton Press

McChesney, Robert (2001). Global media, neoliberalism and imperialism. Available

at http://www.monthlyreview.org/301rwm.htm

Olson, Scott R. (2000). Globalization of Hollywood. International Journal on

World Peace, 17(4), 3-17.

Pieterse, Jan N. (2004). Globalization & Culture. Lanham, MD: Rowan & Littlefield.

Quelch, John A., & Bartlett, Christopher. (2005). Global marketing management: A

casebook. 5th ed. South-Western College Publishing Company.

Servaes, Jan, & Lie, Rico. (2001). Media Versus Globalisation and Localisation.

In Media Development, XLVIII(3), 19-24.

Sinclair, John, & Harrison, Mark. (2004). Globalization, nation and television in Asia:

The cases of India and China. Television and New Media, 5(1), 41-54.

Siebert, Frederick S.; Peterson, Theodore; & Schramm, Wilbur. Four theories of the

press. Urbana: University of Illinois Press, 1963.

Tunstall, Jeremy. (2008). The media were American: U.S. mass media in decline. New

York: Oxford University Press

Wan, Jihong, & Kraus, Richard. (2002). Hollywood and China as adversaries and

allies. Pacific Affairs, 75(3), 419-434.

12. PREPARER'S NAME AND DATE: Casey Lum, Ph.D., October 13, 2008


57

Course Outline COMS 623: Crisis & Reputation Management


COMS 623: Crisis & Reputation Management

2. CREDITS: 3

3. DESCRIPTION OF COURSE: Crisis, reputation and risk management issues are explored.

The integral roles of a public relations or corporate communication professional within an

organization as part of a crisis team are discussed. Topics include crisis planning and

preparedness, reputation and risk management assessment and responses, techniques and tools

for communication professionals to utilize before, during and after a crisis situation. The role of

stakeholders in forming and influencing corporate reputation and image also is explored. Case

studies of real corporate crisis and scenario planning round out the curriculum.

4. COURSE PREREQUISITES: COMS 620: Strategic Public Relations Management

5. COURSE OBJECTIVES:

a) To allow graduate level students to develop strategic communication skills in high level

areas of crisis and issues management, reputation management and risk assessment

b) To analyze the scope of risk and crisis and facilitate understanding of issues facing

organizations from conceptual and strategic perspectives

c) To strengthen writing skills, especially in the areas of crisis and reputation scenario

planning and critical response

d) To build an understanding of the importance of crisis and issues planning and

preparedness

e) To use case studies as a discussion bases for determining proper business strategies in a

variety of situations

f) Build expertise and understanding of organizational risks, responses and outcomes

6. STUDENT LEARNING OUTCOMES. UPON COMPLETION OF THE COURSE

STUDENTS WILL:

g) Improve management techniques in key public relations areas as reputation management,

integrated marketing and crisis communications

h) Employ a skillful use of primary and secondary research to create crisis and issues

management plans, scenarios and responses

i) Understand how to effectively manage target audiences (employees, shareholders,

consumers, business groups, trade groups, media) before, during and following a crisis

j) Be able to defend the reputation of an organization in written and oral forms

k) Be able to manage a crisis team

l) Utilize techniques to effectively respond to various business issues and crisis scenarios

m) Apply the focus and discipline required to successfully navigate an organization’s issues

and constituencies to maintain and restore a corporation’s reputation

58

7. TOPICAL OUTLINES OF COURSE CONTENT:

n) Reputation Management

i) Image and reputation

ii) How research and technology impacts corporate image and issues management

iii) Corporate ethics, values and the law

iv) Media

v) Strategic Positioning and messaging

o) Crisis, Issues and Risk Management

i) Crisis and risk assessment

ii) Crisis scenario planning

iii) Crisis response, management

iv) Managing the phases and life cycle of a crisis

p) Cases and scenario planning and responses

i) Employee Communication

ii) Public Issue Campaigns

iii) Community Relations

iv) Government Relations

v) Investor Relations

vi) Global Issues

vii) Corporate Responsibility

viii) Integrated Communication

ix) Media Relations

8. GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT


q) Lectures

r) Guest speakers

s) Case analyses

t) Group and individual project work, crisis scenario planning and program development

u) Written and oral program project, including risk assessment research element

v) Exercises and role play scenarios



w) Quizzes / Tests

x) Group and individual project work

y) Program including research elements, written and oral presentation

z) Case analyses

aa) Participation and leadership in discussions and role play scenarios

59

10. SUGGESTED TEXTS AND MATERIALS:

Doorley J. & Garcia, F. Reputation Management: The Key to Successful Public Relations and

Corporate Communication. New York: Routledge Taylor & Francis Group, 2007.

Heath, R. & O’Hair, D. Handbook of Risk and Crisis Communication. New York: Routledge.

2008.

Handouts, articles and cases from PRSA.org, Holmes Report, PR News, PR Tactics, PR

Strategist, Wall Street Journal, The New York Times, Council of Public Relations Firms, etc.

11. BIBLIOGRAPHY OF SUPPORTIVE TEXTS AND SOURCES:


Cameron, G., Wilcox, D., Reber, B., & Shin, J. Public Relations Today: Managing Competition

and Conflict. Boston: Pearson Education, Inc. 2008.

Center, A., Jackson, P., Smith, S. & Stansberry, F. Public Relations Practices: Managerial Case

Studies and Problems. 7th

Edition. Upper Saddle River: Pearson Prentice Hall, 2008.

Coombs, T. Crisis Management & Communications. Illinois: Institute for Public Relations.

2007.



Hill, 2005.

Hynes, G. Managerial Communication. 3rd

Edition. New York: McGraw Hill, 2005

www.webershandwick.com/CorporateandCrisisCommunication. Retrieved 10/9/2008.

www.edelman.com/practices/crisis/index.html. Retrieved 10/9/2008.

12. PREPARER'S NAME AND DATE: Lorra M. Brown, October 11, 2008

13. DEPARTMENT APPROVAL DATE: November 4, 2008

http://www.webershandwick.com/CorporateandCrisisCommunication.%20Retrieved%2010/9/2008.

http://www.webershandwick.com/CorporateandCrisisCommunication.%20Retrieved%2010/9/2008.

http://www.edelman.com/practices/crisis/index.html.%20Retrieved%2010/9/2008

60

COURSE OUTLINE: COMS 628 Press & Global Society


COMS 628: Press & Global Society

2. CREDITS: 3

3. DESCRIPTION OF THE COURSE:

This course provides an overview of the role of the press in a global society from

historical and contemporary perspectives. Students study philosophical and legal issues

pertaining to journalism, analyze the content and design of newspapers, and gain

experience in the principles of journalistic reporting, writing, and editing

4. COURSE PREREQUISITES: None.

5. COURSE OBJECTIVES: After successful completion of this course, students should be

able to:

a. understand the scope and limitations of journalism

b. recognize the ethical /legal implications and limitations in the field

c. develop a credible journalistic writing style

d. become acquainted with the work of heralded journalistic practitioners.

e. appreciate the role of history as it impacts on modern journalism

f. analyze the changing trends marked by electronic transmission of stories

g. gain an appreciation of the press in its watchdog role

h. focus on current events as they are covered by the media

i. apply the tenets of philosophy to modern journalism.

j. read extensively and study news-related issues.

k. conduct research to ascertain requisite information for journalism assignments

61

6. STUDENT LEARNING OUTCOMES: After successful completion of this course,

students will be able to:

a. effectively express in written and oral forms the varied aspects of journalism in

the modern era, as well as the history and philosophy of journalism

b. understand the journalism industry in the technological age

c. understand the reporter's role in securing and disseminating news

d. research, analyze, and write about current journalistic media-related issues and

conduct research to ascertain requisite information for journalism assignments

e. have experience in the principles of journalistic reporting, writing, and editing

7. TOPICAL OUTLINE OF THE COURSE CONTENT: Different sections of this course

may differ in the amount of time spent in studying the various aspects of mass

communication. However, all sections of this course will include the following broad

areas to be discussed as follows:

a. Journalism History - Colonial period, party press, penny press, circulation wars,

mergers, unions, competition, war reporting, writing patterns, technological changes.

b. Philosophy - Selected ideas from Milton, Locke, Voltaire, Kant, Burke, Mill, Rawls,

Bok, Marx, etc. Relationship to modern journalism.

c. Functions of Journalism - From education to entertainment to providing a forum for

discussion

d. Journalism Education - Growth on all academic levels, from grade school to the

professional arena.

e. Changes/Trends - Design, Electronic Publishing, Flat Panel, Eye-Trac research,

Pagination, FAX papers, competition, JOA, media mergers, ownership, Newsletter

journalism, video journalists.

f. Awards - Examples of stories which have earned Pulitzer Prizes or other top awards

g. Ethics - Philosophical foundations, conflict-of-interest, privacy, photo manipulation,

decision-making, red light vs green light theory

h. Press and Politics - Emphasis on coverage of latest national election.

i. Media Management - Ownership changes, effects on industry

62

j. News Research - Application of computers and on-line services in information retrieval

k. Public Journalism - Growth in new areas of community journalism


LEARNING ACTIVITIES: A combination of teaching methods will be employed:

Lectures and class discussions will be regularly supplemented by required readings,

supervised case studies, written assignments that include international communication

project development, in-class group work or collaborative learning exercises, oral

presentations, and the use of multiple media forms. Through intensive practice in creating

credible stories, the student strengthens his/her mastery of journalistic prose. The

coaching approach is utilized as a means of providing individual instruction in the

formulation of publishable pieces. Students are encouraged to publish in varied media.

While formal lectures remain an integral part of the instructional approach, the professor

also provides assignments that utilize group work and/or focus on team research projects.


(STUDENT LEARNING OUTCOMES): Assessment of student learning should be

multi-pronged. Classroom assessment techniques (CATs) may be used on a regular basis

to assess in-class learning. Major assignments addressing the topical areas outlined in

section 6 should contribute significantly to the course grade. In-class examinations do

not establish the sole measure of learning. A sample grade distribution follows:

Attendance/class discussions and contribution to required in-class exercises .... 20 %

Written assignments ............................................................................................. 60 %

Exam .................................................................................................................... 30 %


The instructor may consider using a combination of texts, such as:

de Beer, Arnold S., & Merrill, John C. (2008). Global Jjournalism: Topical issues and

media systems. 5th ed. Boston & New York: Allyn & Bacon

Kovach, Bill, & Tom Rosenstiel, Tom. (2007). The elements of journalism: What

newspeople should know and the public should expect. Updated ed. Three Rivers

Press.

Löffelholz, Martin; Weaver, David; & Schwarz, Andreas. (2008). (Eds.). Global

journalism research: Theories, methods, findings, future. Wiley-Blackwell.

Plus a selection of journal articles and book chapters (see Section 10 below for

reference).

a. Other readings: May include other reading materials such as journalistic reports

63

or coverage of current developments relating to issues that are being addressed

in the class (see Section 6 above).

b. Media Sources: May also include the use of relevant instructional materials from

electronic media such as broadcast, cable, video, film, print, internet and related

multi-media venues for helping enrich students= study and understanding of the

various issues being addressed by the class (see Section 6 above).

11. BIBLIOGRAPHY OF SUPPORTIVE TEXTS (partial listing only; should be updated

periodically to enhance the bibliography=s recency; TO BE UPDATED):

Baskette, Floyd. Jack Sissors and Brian Brooks. The Art of Editing. New York:

Macmillan, 1992.

Black, Jay, Bob Steele, and Ralph Barney. Doing Ethics in Journalism. A Handbook

With Case Studies. Greencastle: IN: Society of Professional Journalists, 1993.

Botts, Jack. The Language of News: A Journalist's Pocket Reference. Ames: Iowa State

University, 1994.

Clark, Roy Peter. American’s Best Newspaper Writing. St. Petersburg, Fl.: The Poynter

Institute, 2008.

Dale, Carolyn, and Tim Pilgrim. Fearless Editing. New York: Pearson Education, 2005.

Demers, David. The Menace of the Corporate Newspaper: Fact or Fiction? Ames: Iowa

State University Press, 1995.

Fedler, Fred. Reporting for the Print Media. 5th ed. San Diego: Harcourt Brace

Jovanovich, 1993.

Giles, Robert. Newsroom Management: A Guide to Theory and Practice. Detroit, MI:

Media Management Books, 1993.

Goldberg, Bernard. Bias. Washington, DC.: Regnery, 2002.

Harrigan, Jane. The Editorial Eye. New York: St. Martin's Press, 1993.

Hausman, Carl. Crafting the News for Electronic Media. Belmont, Calif: Wadsworth

Publishing, 1992.

King, Dennis. Get the Facts on Anyone. New York: Prentice-Hall, 1992.

Lacy, Stephen, Ardyth Sohn and Jan Wicks. Media Management. Hillsdale, N.J.: L.

Erlbaum,, 1993.

64

Lanson, Jerry, and Mitchell Stephens. Writing and Reporting the News . New York:

Oxgord University Press, 2008.

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Mencher, Melvin. News Reporting and Writing. Dubuque, Iowa: William C. Brown,

1994.

Mnookin, Seth. Hard News. New York: Random House Trade Publications, 2004.

Reddick, Randy and Elliot King. The Online Journalists: Using the Internet and Other

Electronic Sources. Westport: Meckler, 1994.

Patterson, Philip., and Lee Wilkins,. Media Ethics. New York: McGraw-Hill, 2008.

Paul, Nora. Computer Assisted Research. St. Petersburg: Poynter Institute, 1993.

Rich, Carol. Writing and Reporting the News. Belmont, Calif: Wadsworth, 1993.

Scanlan (ed.) Best Newspaper Writing. St. Petersburg: Poynter Institute, Annually.

Schwartz, Jerry. Reporting Handbook. New York: McGraw-Hall, 2002.

Schulte, Henry, and Marcel Dufresne. Getting the Story. New York: Macmillan, 1994.

Sloan, William and Laird Anderson, Pulitzer Prize Editorials: America's Best Editorial

Writing, 1917-1993. Ames: Iowa State University Press, 1993.

Watts, Cheryl. Pulitzer Prize Feature Stories. Ames; Iowa State University Press, 1994.

Williams, Frederick and John Pavlik, eds. The People's Right to Know: Media

Democracy and the Information Highway. Englewood Cliffs: Lawrence Erlbaum

Associates, 1994.

Winburn, Jan. Shop Talk and War Stories. New York: Bedford/St. Martin’s, 2003.

Zelezny, John. Communications Law. (5th

Ed.). Belmont, Calif.: Thomson Wadsworth,

2007.

12. PREPARER'S NAME AND DATE: Prepared by Tina Lesher, Ph.D., 1995

13. REVISER’S NAME AND DATE: Casey Lum, Ph.D., October 2008


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COURSE OUTLINE: COMS 715 Technology and Integrated Communication


COMS 715: Technology and Integrated Communication

2) CREDITS: 3

3) DESCRIPTION OF COURSE: Course focus is on the social implications of technological

tools as they are used in integrated marketing techniques. Students will explore the dynamics of

such areas as: viral marketing in the context of social interaction; the evolution of social websites

such as Myspace.com and Facebook.com and other channels of integrated marketing from

music downloads and distribution, to matchmaking as big business.



a) Provide students with an understanding of the social implications of technological

tools as used in integrated marketing techniques.

b) Showcase techniques used in integrated marketing, such as viral or online marketing

campaigns.

c) Further student understanding of how technology based systems of marketing impact

and influence social and professional communication scenarios.

6) STUDENT LEARNING OUTCOMES. Upon completion of this course students will

a. Be able to critically examine aspects of integrated marketing techniques in the context

of communication and professional settings.

b. Illustrate how E-Business structures affect professional communication strategic

goals and outreach.

c. Illustrate how integrated marketing techniques applied across a range of marketing

communication disciplines and distribution channels impact on communication and

socialization paradigms.


a. Social Discourse in Cyberspace: Online communities, dating sites,

finding a life partner, Internet Pornography

b. Internet Marketing as Message: Banners, Click throughs, viral marketing

c. In Search of Users: Internet Portals as Marketing and Communication

Tools

d. E-Commerce Models:

Business to Business

Business to Consumer

Consumer to Consumer

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e. Medium Transforming the Message through Information based Content:

News and Information

Health Issues

Consumer self help

f. Framing E-History:

Wikipedia and Open Source Models

Social and Political Action Sites



a. Lectures

b. Seminars

c. Student led discussions and presentations

d. Oral, written and digital presentations/projects

e. Readings, texts

f. Group work, exercises



a. Research paper

b. Oral presentations

c. Project

d. Group work

e. Participation in discussions

f. Case analysis and discussion


Albarran, A.B. and Goff, D.H. Understanding the Web: Social, Political and Economic

Dimensions of the Internet. Blackwell Publishing, 2003

Evans P. and T.S. Wurster, Blown to Bits: How the New Economics of Information

Transforms Strategy, Boston: Harvard Business School, (2000)

Swiss, Thomas, Unspun: Key Concepts for Understanding the World Wide Web

New York, New York University Press (2001)


Albarran, A.B. Media Economics, Understanding Markets, Industries and Concepts,

Ames, Iowa State Press, (2002)

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Lazar, J., Feng, J., Understanding Web Credibility: A Synthesis of the Research

Literature (Foundations and Trend) in Human-computer Interaction, Now Publishers,

2007,

Shklar, L, Rosen R.,Web Application Architecture: Principles, Protocols and Practices

Sussex, England, John Wiley & Sons, 2003

12) PREPARER'S NAME AND DATE: Joann Lee, October 10, 2008


Professional Communication M

Business

Transcript of Professional Communication M