MEDIA ETHICS
RTVF 4455.002: Spring 2014
2:00 p.m. – 4:50 p.m. Thursday, RTVF 264
Adjunct Professor: Marjorie Lewis
Office: RTVF 266
Office hours: By appointment
Required textbook:
Media Ethics: Cases and Moral Reasoning, 9th ed, Christians, Fackler, Richardson, Kreshel, Woods, Jr.
COURSE DESCRIPTION
Examines ethical questions and dilemmas faced by journalists and other media practitioners, with a strong emphasis on how to implement and use an effective ethical decision-making process in the newsroom. Includes extensive use of case studies, class discussions, role-playing, research and writing.
COURSE GOALS
This course is designed to help you apply ethical principles to situations you will encounter as professional communicators and as media consumers through a critical process of reflection and deliberation. You will explore on-the-job problems and moral dilemmas in journalism, advertising, marketing, entertainment programming, organizational life, and between persons --working toward ethically justifiable and biblically responsible solutions.
COURSE OBJECTIVES
As a result of this course, students will:
1. learn to recognize ethical issues present in professional situations;
2. develop analytical skills through application of decision-making techniques;
3. learn to tolerate disagreement as to “correct” procedures and techniques;
4. investigate process of moral development and reasoning;
5. seek to understand the impact of media decisions on society;
6. derive more complete understanding of various philosophical orientations to ethics;
7. develop an understanding of key ethical issues facing journalists, as well as advertising, public relations and entertainment media professionals;
8. formulate strategies and guidelines for confronting ethical challenges in journalism, advertising, public relations and entertainment media.
ASSIGNMENTS/ASSESSMENTS/GRADE BREAKDOWN
MAJOR ASSIGNMENT
The class is built around one major assignment; however, two smaller assignments spring from it. The one major assignment must be done in pairs (with one partner). It will be the creation of a video or a power-point presentation that answers this macro question: What is the state of ethics in the media today? The micro issue focuses on an area of interest to you as you answer that question. Perhaps you are interested in focusing on advertising to children or TV shows that exploit a segment of the population. Do you want to research bias in the news media or in the movie industry? Whether you choose to do a video or a power point, be creative. For example, if you do a video, you might want to do a parody making fun of something unethical that was produced despite its inherent lack of ethical standards. Let's say you do a parody on "Toddlers and Tiaras," the cable program broadcast on TLC. Perhaps you can parody the show with a 7-8-minute video you produce and then explain, during your presentation, what makes it either ethical or unethical based on the Potter Box model of ethics. Explain if the show's producers made an ethical or unethical decision by producing this show; therefore, you answer the key question regarding the state of ethics in the media today. The completed project will be 7-8 minutes in length and worth 350 points (330 for project and one-page paper outlining the project and explaining what you learned from it, and 20 points for the project status report).
The smaller assignments that spring from the big project are:
(1) One interview with someone in the field who has dealt with ethical issues as they connect to the issue you will focus on for your presentation. For example, if you chose to do your presentation on advertising to children, set up an interview with someone in the advertising industry and ask about ethical issues he/she has had to deal with in regard to advertising. Ask how he/she handled it. Write a two-paged paper worth 100 points about the interview. What did you learn? How were ethical issues handled? Include the interview in your presentation and explain how it helped in your research.
(2) Keep a log of ethical issues you encounter as they relate specifically to your work on this project. List each issue and write one paragraph per issue regarding how you handled each. You must have at least five issues. You'll be surprised how often an ethical dilemma presents itself no matter how big or how small. (Did I borrow unauthorized work? Did I let my partner do all the work? Did I skip out on a project meeting to go out with friends? Did I eliminate research because it is counter to the point I'm trying to make?) In the rare event you do not have an ethical issue present itself, substitute this section by researching an ethical dilemma with a similar issue you will be presenting on, and write a two-paged paper in the Potter Box model. Include this Potter Box material in your presentation by explaining how it helped guide your conclusion. This assignment is also worth 80 points.
LATE WORK WILL NOT BE ACCEPTED. DOCUMENTATION OF ILLNESS IS THE ONLY EXCEPTION.
There will be one test and 12 quizzes. The quizzes are open book and must be completed online; the Blackboard link will disappear at classtime. Each quiz is worth 10 points. The text will be given during class; it will be worth 150 points.
Attendance (100) and Participation (100 points): Attendance will be taken at each class. You are allowed one absence without it effecting your grade. An unexcused absence will cost you 6.6 points. We will take a break during the class period, and if you do not to return for the second half, 6.6 points will be deducted from your attendance grade. If you cannot attend class because you are ill, you must notify me via e-mail before class or your absence will be unexcused. If you miss class due to a religious holiday, notify me in advance of class.
Group and Class Participation Occasionally, we will break out into groups as part of our classroom discussion, so your participation in the groups as well as individually in class is very important. Because this class meets just once a week, we have only 15 class sessions, so it is essential you attend each class session. Because participation is worth 100 total points, 6.6 points will be deducted for lack of participation when a class has not been attended. If you miss class and participation points for just one day, your grade will be docked 13 points.
Project Presentation/status report = 330/20 points
Interview paper = 100 points
Log with responses = 80 points
Quiz/Test = 120/150 points
Attendance = 100 points
Participation = 100 points
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Total = 1000 points
A = 900-1000 pts.
B = 899-800 pts.
C = 799-700 pts.
D = 699-600 pts.
F = 599 pts. and below
CLASS POLICIES
Turn off all cell phones, laptops, tablets, and any other electronic devices during class. Text messaging, sending e-mails, browsing the internet are not permitted in class. Civility is expected at all times during class. Participation (6.6) points will be deducted for violation of this policy.
ODA Notification: The University of North Texas is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member, I will provide “reasonable accommodations” to students with disabilities. Students (you) must inform faculty (me) of their need for accommodation by providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations are at http://www.unt.edu/oda/apply/index.html. Visit the Office of Disability Accommodation in the University Union (room 321) or call 940.565.4323. Be sure and present any ODA documentation to me by the third week of class.
RTVF 4455.002 TENTATIVE CALENDAR (SUBJECT TO CHANGE)
All DATES REFLECT DUE DATES
Bring textbook to class
Aug. 28: Introductions; Overview of expectations
Sept. 4: Read Introduction; Take quiz before 5 p.m.
Sept. 11: Read Part 1 and Ch. 1; Take quiz before 5 p.m.
Sept. 18: Read Ch. 2; Take quiz before 5 p.m. IN-CLASS TEST OVER INTRODUCTION
Sept. 25: Read Ch. 3; Take quiz before 5 p.m.
TOPIC AND FORMAT FOR PROJECT DUE: Submit through Blackboard. INCLUDE YOUR NAME, YOUR PARTNER'S NAME, YOUR TOPIC, WHAT YOU ARE SETTING OUT TO PROVE, IF YOU WILL USE POWERPOINT OR VIDEO
Oct. 2: Read Part 2 and Ch. 6; Take quiz before 5 p.m.
Oct. 9: Read Ch. 7; Take quiz before 5 p.m.
Oct. 16: Read Ch. 9; Take quiz before 5 p.m.
INTERVIEW PAPER DUE: Submit through Blackboard
Oct. 23: Read Part 3 and Ch. 10; Take quiz before 5 p.m.
Oct. 30: Read Ch. 11; Take quiz before 5 p.m.
PROJECT STATUS UPDATE DUE: Submit through Blackboard
Nov. 6: Read Ch. 12;Take quiz before 5 p.m.
Nov. 13: Read Part 4 and Ch. 14; Take quiz before 5 p.m.
PROJECT LOG DUE: Submit through Blackboard
Nov. 20: Read Ch. 17; Take quiz before 5 p.m.
PROJECT ONE-PAGE PAPER DUE: Turn in to me in class
PROJECT PRESENTATIONS (6)
Nov. 27: THANKSGIVING BREAK: NO CLASS
Dec. 4: PROJECT PRESENTATIONS (6)
Dec. 11: PROJECT PRESENTATIONS (3)