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1
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
2
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.
4
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
5
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.
7
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.
9
Proposed Master of Arts in Professional Communication
Department of Communication
Course Outline Drafts:
Required Core Courses
Track One & Track Two Courses
10
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
12
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
13
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
14
COURSE OUTLINE: COMS 600 Survey in Professional Writing
1) TITLE OF COURSE AND COURSE NUMBER:
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.
3) COURSE PREREQUISITES: NONE
4) COURSE OBJECTIVES:
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
6) TOPICAL OUTLINES OF COURSE CONTENT:
a) The changing business environment
i) History, philosophies, technology
ii) Impact on business and professional writing style, content
15
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.
7) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
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
8) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
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
16
9) SUGGESTED TEXTS AND MATERIALS:
Handouts, case studies
The New York Times, Wall Street Journal, local dailies
Goldstein, N. The Associated Press Stylebook and Briefing on Media Law. Cambridge: Perseus
Publishing, 2000.
Bourhis, J., Adams, C. & Titsworth, S. The Style Manual for Communication Studies. New York:
McGraw Hill, 2006.
Publication Manual of the American Psychological Association. 4th
Edition. Washington:
American Psychological Association
10) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
Dewdney, A. & Ride, P. The New Media Handbook. New York: Routledge, 2006.
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.
Goodman, M. Write to the Point: Effective Communication in the Workplace. Englewood Cliffs:
Prentice-Hall, Inc. 1984
Harris. Prentice Hall Reference Guide for Professional Writing. New York: Prentice Hall, 2007.
Hattersley, M. & McJannet, L. Management Communication. 2nd
Edition. New York: McGraw
Hill, 2005.
Keeble, R. Print Journalism: A Critical Introduction. New York: Routledge, 2005.
Maki P., Schilling C. Writing in Organizations: Purposes, Strategies & Processes. New York:
McGraw-Hill, Inc. 1987.
17
Meeske, M. Copywriting for the Electronic Media: A Practical Guide. 6th
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
Edition. New York: Routledge, 2004.
Van Riel, C. & Fombrun, C. Essentials of Corporate Communication. New York: Routledge,
2007.
Whittaker, J. Web Production for Writers & Journalists. 2nd
Edition. London: Routledge, 2002.
11) PREPARER'S NAME AND DATE: Lorra M. Brown, April 21, 2008
12) DEPARTMENT APPROVAL DATE: November 4, 2008
18
COURSE OUTLINE: COMS 606 COMMUNICATION LAW & ETHICS
1) TITLE OF COURSE AND COURSE NUMBER:
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.
3) COURSE PREREQUISITES: NONE
4) COURSE OBJECTIVES:
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
19
6) TOPICAL OUTLINES OF COURSE CONTENT:
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
7) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
a) Case analyses and readings
b) Lectures and discussions
c) Films
d) News outlets
e) Exercises and group projects
f) Research paper / critical study
8) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
a) Case analyses
b) Journal article critiques
c) Research paper
d) Oral presentations
e) Exams
9) SUGGESTED TEXTS AND MATERIALS:
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.
20
10) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
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.
12) DEPARTMENT APPROVAL DATE: November 4, 2008
21
COURSE OUTLINE: COMS 730: Master Project
1) TITLE OF COURSE AND COURSE NUMBER:
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.
6) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
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
8) SUGGESTED TEXTS AND MATERIALS:
Bourhis, J., Adams, C. & Titsworth, S. The Style Manual for Communication Studies. New York:
McGraw Hill, 2006.
Publication Manual of the American Psychological Association
Goldstein, N. The Associated Press Stylebook and Briefing on Media Law. Cambridge: Perseus
Publishing, 2000.
9) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
Argenti, P. Corporate Communication, 2nd
Edition, New York: McGraw-Hill, 1998.
Barrett, D. Leadership Communication. New York: McGraw Hill, 2006.
Dewdney, A. & Ride, P. The New Media Handbook. New York: Routledge, 2006.
Diggs-Brown, B. The PR Styleguide: Formats for Public Relations Practice. 2nd
Edition.
Belmont, CA: Thomson Wadsworth, 2007.
23
Frey, L.R., Botan, C.H., & Kreps, G.L. Investigating communication: An introduction to
research methods, 2nd
Edition, Boston: Allyn and Bacon, 2000.
Harris, T. Value Added Public Relations. New York: McGraw Hill, 2000.
Maki P., Schilling C. Writing in Organizations: Purposes, Strategies & Processes. New York:
McGraw-Hill, Inc. 1987.
Ogden, J. Developing A Creative and Innovative Integrated Marketing Communication Plan.
New York: Prentice Hall, 1998.
PR News: Guide to Best Practices in PR Measurement, http://www.prnewsonline.com, April
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.
Sylvi, G., Wicks, J., Hollifield, A., Lacy, S. & Broadrick, A. Media Management: A Casebook
Approach. 4th
Edition. New York: Routledge, 2007.
Wood. Marketing Plan: A Handbook with Marketing PlanPro. New York: Prentice Hall, 2003.
10) PREPARER'S NAME AND DATE: Lorra M. Brown, April 28, 2008
11) DEPARTMENT APPROVAL DATE: November 4, 2008
24
COURSE OUTLINE: COMS 511 Professional Seminar
1) TITLE OF COURSE AND COURSE NUMBER:
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
3) COURSE OBJECTIVES:
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
5) TOPICAL OUTLINES OF COURSE CONTENT:
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.
6) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
a) Lectures / discussions
25
b) Summaries and reviews of guest speakers including case analyses of various lecture
topics
c) Research paper
7) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
a) Case analyses of lecture topics
B) Research Paper
8) SUGGESTED TEXTS AND MATERIALS:
Handouts and cases from lecturers
Publication Manual of the American Psychological Association. 4th
Edition. Washington:
American Psychological Association
9) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
Professional biographies of lecturers forthcoming.
10) PREPARER'S NAME AND DATE: Lorra M. Brown, April 22, 2008
11) DEPARTMENT APPROVAL DATE: November 4, 2008
26
COURSE OUTLINE: COMS 512 Organizational Communication
1) TITLE OF COURSE AND COURSE NUMBER:
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
LEARNING ACTIVITIES:
a) Lectures and discussions will be supplemented with experiential learning activities and
collaborative work.
b) Readings and exercises
c) Papers
8) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(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
1) TITLE OF COURSE AND COURSE NUMBER:
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
4) COURSE OBJECTIVES:
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
6) TOPICAL OUTLINES OF COURSE CONTENT:
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
7) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
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
8) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
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
9) SUGGESTED TEXTS AND MATERIALS:
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.
Goldstein, N. The Associated Press Stylebook and Briefing on Media Law. Cambridge: Perseus
Publishing, 2000.
Harris, T. Value Added Public Relations. New York: McGraw Hill, 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.
10) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
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.
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.
Diggs-Brown, B. The PR Styleguide: Formats for Public Relations Practice. 2nd
Edition.
Belmont, CA: Thomson Wadsworth, 2007.
Doorley J. & Garcia, F. Reputation Management: The Key to Successful Public Relations and
Corporate Communication. New York: Routledge Taylor & Francis Group, 2007.
Goodman, M. Write to the Point: Effective Communication in the Workplace. Englewood Cliffs:
Prentice-Hall, Inc. 1984
Hansen-Horn, T. & Neff, B. Public Relations from Theory to Practice. Boston: Pearson, 2008.
32
Hattersley, M. & McJannet, L. Management Communication. 2nd
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.
Ogden, J. Developing A Creative and Innovative Integrated Marketing Communication Plan.
New York: Prentice Hall, 1998.
Peter, P. & Donnelly, J. Marketing Management. 8th
Edition. New York: McGraw Hill, 2007.
PR News: Guide to Best Practices in PR Measurement, http://www.prnewsonline.com, April
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
Sylvi, G., Wicks, J., Hollifield, A., Lacy, S. & Broadrick, A. Media Management: A Casebook
Approach. 4th
Edition. New York: Routledge, 2007.
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
12) DEPARTMENT APPROVAL DATE: November 4, 2008
33
COURSE OUTLINE: COMS 610 Writing for Digital Media
1) TITLE OF COURSE AND COURSE NUMBER:
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
4) COURSE OBJECTIVES:
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
6) TOPICAL OUTLINES OF COURSE CONTENT:
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
7) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
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
8) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
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
9) SUGGESTED TEXTS AND MATERIALS:
Handouts, case studies
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.
Ryan, M. & Tankard, J. Writing for Print & Digital Media. New York: McGraw Hill, 2005.
Whittaker, J. Web Production for Writers & Journalists. 2nd
Edition. London: Routledge, 2002.
10) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
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.
Hattersley, M. & McJannet, L. Management Communication. 2nd
Edition. New York: McGraw
Hill, 2005.
Meeske, M. Copywriting for the Electronic Media: A Practical Guide. 6th
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
Edition. New York: Routledge, 2004.
11) PREPARER'S NAME AND DATE: Lorra M. Brown, April 28, 2008
12) DEPARTMENT APPROVAL DATE: November 4, 2008
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
Final Project Development
Week 13
Final Project Development
Week 14
Final Project Development
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
(STUDENT LEARNING OUTCOMES)
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
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
11. DEPARTMENTAL APPROVAL DATE: November 4, 2008
42
COURSE OUTLINE: COMS 609 Leadership and Teamwork
1. TITLE OF COURSE AND COURSE NUMBER:
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.
7. TOPICAL OUTLINE OF COURSE CONTENT
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.]
10. SUGGESTED READINGS, TEXTS, OBJECTS OF STUDY
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
1. TITLE OF COURSE AND COURSE NUMBER:
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
6. TOPICAL OUTLINE OF COURSE CONTENT
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
imeem
Flickr
Goodreads
LastFM
Publr
Wordpress
Xanga
Seesmic
tumblr
Site Review
Week 11
Lifestreaming
Swurl
Sweetcron
Soup.io
Social Book marking
Delicious
Digg
Webcasting/Media Sharing
Google Video
Blip.tv
Youtube
Daily Motion
51
Veoh
Vimeo
Week 12
Site Review
Final Project Development
Week 13
Site Review
Final Project Development
Week 14
Site Review
Final Project Development
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
(STUDENT LEARNING OUTCOMES)
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.
9. SUGGESTED READINGS, TEXTS, OBJECTS OF STUDY
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
12. DEPARTMENTAL APPROVAL DATE: November 4, 2008
53
COURSE OUTLINE: COMS 621 Global Communication
1. TITLE OF COURSE AND COURSE NUMBER:
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
8. GUIDELINES/SUGGESTIONS FOR TEACHING METHODS AND STUDENTS
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.
9. GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(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 %
10. SUGGESTED READINGS, TEXTS, OBJECTS OF STUDY
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
13. DEPARTMENTAL REVISION APPROVAL DATE: November 4, 2008
57
Course Outline COMS 623: Crisis & Reputation Management
1. TITLE OF COURSE AND COURSE NUMBER:
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
LEARNING ACTIVITIES:
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
9. GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
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:
Barrett, D. Leadership Communication. New York: McGraw Hill, 2006.
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.
Hattersley, M. & McJannet, L. Management Communication. 2nd
Edition. New York: McGraw
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
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COURSE OUTLINE: COMS 628 Press & Global Society
1. TITLE OF COURSE AND COURSE NUMBER:
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
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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
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j. News Research - Application of computers and on-line services in information retrieval
k. Public Journalism - Growth in new areas of community journalism
8. GUIDELINES/SUGGESTIONS FOR TEACHING METHODS AND STUDENTS
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.
9. GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(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 %
10. SUGGESTED READINGS, TEXTS, OBJECTS OF STUDY
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.
Matelski, Marilyn . TV News Ethics. Boston: Focal Press, 1991.
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
14. DEPARTMENTAL REVISION APPROVAL DATE: November 4, 2008
65
COURSE OUTLINE: COMS 715 Technology and Integrated Communication
1) TITLE OF COURSE AND COURSE NUMBER:
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.
4) COURSE PREREQUISITES: NONE
5) COURSE OBJECTIVES:
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.
7) TOPICAL OUTLINES OF COURSE CONTENT:
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
66
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
8) GUIDELINES / SUGGESTIONS FOR TEACHING METHODS AND STUDENT
LEARNING ACTIVITIES:
a. Lectures
b. Seminars
c. Student led discussions and presentations
d. Oral, written and digital presentations/projects
e. Readings, texts
f. Group work, exercises
9) GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT
(STUDENT LEARNING OUTCOMES):
a. Research paper
b. Oral presentations
c. Project
d. Group work
e. Participation in discussions
f. Case analysis and discussion
10) SUGGESTED TEXTS AND MATERIALS:
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)
11) BIBLIOGRAPHY OF SUPPORTIVE TEXTS:
Albarran, A.B. Media Economics, Understanding Markets, Industries and Concepts,
Ames, Iowa State Press, (2002)
67
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
13) DEPARTMENT APPROVAL DATE: November 4, 2008
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