COVERING THE ENVIRONMENTAL BEAT
CMMN A371 Sec 001 MWF 11:30-12:20 pm
Spring 2000
PROFESSOR: Dr. Robert A. Thomas C/M R327 Office: 865-2107 Home: 833-7727 e-mail: bthomas@loyno.edu
Office Hours: TR 9:00-11:00 am, MW 2:30-3:30 am, Other times by appointment
SYLLABUS
COURSE DESCRIPTION: Presents an application of the elements of news coverage of environmental issues. Includes discussion of a variety of complex environmental challenges and provides the opportunity to explore disparate points of view. Students will use and sharpen their reporting and writing skills, and study many issues with conflicting information.
PREREQUISITES: CMMN A101 (Communications Writing), CMMN A250 (Beginning Reporting), and Introduction to Environmental Communications, or consent of the instructor.
REQUIRED TEXTS:
Bailey, Ronald. 1995. The True State of The Planet. The Free Press.
Ehrlich, Paul R. and Anne H. Ehrlich. 1996. Betrayal of Science and Reason. Island Press.
West, Bernadette, Peter M. Sandman, and Michael R. Greenberg. 1994. The Reporter’s Environmental Handbook. Rutgers Univ. Press, New Brunswick, NJ.
Various additional readings may be assigned from the bibliography.
Recommended reference text: Miller, G. Tyler, Jr. Living in the Environment. Current ed. Wadsworth.
CLASS LISTSERV: You are required to subscribe to the class listserv. All announcements and changes as the course progresses will be shared via this listserv. Click Here to subscribe
COURSE REQUIREMENTS:
- WRITING ASSIGNMENTS:
- Analysis paper: Each student will select an environmental issue and research and analyze how it has been treated in the media. The framework should be that of the student’s sequence in Communications. 100 pts. Due date: TBA
- Class communications project: A written description will be given to the class that sets a problematic environmental scenario. Each member of the class will choose/be assigned an aspect (an issue, a topic, an agency, a group of involved people, a human interaction, etc.) to cover as a beat assignment. This project will entail developing sources, writing one story per week, and writing a final major story. Each student may propose coverage and/or projects from his/her sequence. 300 pts. Due date: TBA
- PROJECTS:
- Internet: The assignment is to pick any environmental issue (recycling, global warming, ozone depletion, coastal erosion, toxic chemicals, population growth, etc.) and, using the internet, find ten sites that address the issue. Using the form provided, describe how you sought information (key word, site, symptom, etc.; what browsers/search engines did you use?). Be sure to include the topic, site address, a summary of what you have learned, and your evaluation as to the quality of the information on the site. Is it balanced? Is it agenda driven? Do you think it is credible? Why? Does it give referenced? Before starting this assignment, visit Additional Resources on the LUCEC website. You will find "News Analysis Helps." In this category there are a couple of websites that tell you how to evaluate the internet. Use them to expand your knowledge for this assignmnet. 50 pts. Due date: TBA
- Public hearing: Each student will attend one public hearing and one legislative committee hearing, each on an environmental topic (approved in advance by the professor). The student will write a summary of each meeting, and a personal analysis. 50 pts. Due date: TBA
- Journal abstracts: The assignment is to select 10 environmental journals, read them, and write a one-page summary of their content. The purpose of this venture is to acquaint you with journals from the list provided, with the following constraints. Five of your reviews must come from SEJournal, . Each of the five articles must come from a different volume. The other five articles must come from communications journals not magazines (like Natural History, Smithsonian, Discover, Scientific American, etc.). You should use journals in your sequence. You must use APA style when citing the source of your articles. 50 pts. Due date: TBA
- Internet: The assignment is to pick any environmental issue (recycling, global warming, ozone depletion, coastal erosion, toxic chemicals, population growth, etc.) and, using the internet, find ten sites that address the issue. Using the form provided, describe how you sought information (key word, site, symptom, etc.; what browsers/search engines did you use?). Be sure to include the topic, site address, a summary of what you have learned, and your evaluation as to the quality of the information on the site. Is it balanced? Is it agenda driven? Do you think it is credible? Why? Does it give referenced? Before starting this assignment, visit Additional Resources on the LUCEC website. You will find "News Analysis Helps." In this category there are a couple of websites that tell you how to evaluate the internet. Use them to expand your knowledge for this assignmnet. 50 pts. Due date: TBA
- CURRENT ISSUES: Each student should immerse him/herself in environmental issues available via various media outlets. If it’s in the news, it may well be discussed in class. Be prepared to discuss current events in relation to the material on the class syllabus. Your ability to discuss current issues will affect your grade under Class Participation.
- FIELD TRIPS: Three field trips will be scheduled. The trips will be during the week. You will write an article about your experiences on these field trips and include your observations on how a scientist approaches field work. 50 pts. Due date: TBA
- Jean Lafitte National Park - an evening in April to see and hear nocturnal wildlife.
- Birding - Two early mornings (7-8 am, Audubon Park and City Park). The purpose of these trips is to introduce students to close observation techniques and use of data sheets.
- Jean Lafitte National Park - an evening in April to see and hear nocturnal wildlife.
- CRITIQUE: Each student will have three opportunities to critique the course. The first will be around mid-term, which will allow for immediate alterations to the course, if deemed warranted by the professor. The second will be a special form that will be returned to the professor at the end of the course, the purpose of which is to evaluate possible improvements for the next time the course is offered. The third is the department’s standardized evaluation that will be returned directly to the department without being seen by the professor. All are completed anonymously and intended to improve teaching at Loyola.
GRADING SYSTEM: The grade will be based on exams, quizzes, class participation, attendance at field trips and the quality of the written assignments.
Exams: There will be one 100 pt exam and one final 200 pt exam. The final exam is comprehensive. The exams will represent 30% of the total grade.
Quizzes: At the discretion of the professor, daily quizzes may be given on the assigned readings and/or research. These will adjust the total points below (but not percentages). Quizzes may represent up to 5% of the total grade.
Writing Assignments and Projects: See the specific instructions for the projects, which will represent 55% (550 pts.)of the total grade.
Class Participation: A rubric will be distributed that will quantify this topic (100 pts). The rubric will represent 10% of the total grade.
Field Trips: Attendance enthusiastic participation and a well written article can earn up to 50 pts. Field trips represent 5% of the total grade.HELP ALONG THE WAY: If you have special needs (i.e., alternative testing, help with writing, etc.), please speak with me at the start of the term so that proper arrangements can be made. For more information about support services, contact Disability Services in the Office of Academic Enrichment, Monroe 405, 865-2990.
If you would like to speak with a personal counselor, contact Counseling & Career Services, DC 200, 865-3835.
FINAL GRADE: The final grade will be based on the following point distribution:
A 92-100% 920-1000 points B+ 88-91% 880-919 points B 82-86% 820-879 points C+ 77-81% 770-819 points C 70-76% 700-769 points D+ 67-69% 670-699 points D 60-66% 600-668 points F Below 60% Below 600 points RULES & REGULATIONS: These will be strictly followed.
Attendance: Regular class attendance is expected. If you must miss, you are required to notify the professor before or immediately after your absence. Each class absence over three that is excused will drop your class average by one letter grade (see additional implications in the class attendance/participation rubric). Three unexcused absences will result in an F for the course. Two lates count as one absence. Arriving 15 minutes late to class counts as an absence.
Exam make-up policy: Arrangements must be made prior to the original exam date. If arrangements are not made before the original exam date, or the make-up is missed, the grade will be zero (0).
Deadlines: You must meet the deadlines for assignments. A one letter grade drop will occur for each class after the deadline that a project is handed in.
Proper grammar and spelling are expected: ALL misspelled words are ½ point off each (unless the word is misspelled in such a fashion that it changes its meaning or it is a scientific name, in which case the point loss may be more drastic!).
Plagiarism: You are being educated to be a communications professional. If you plagiarize others, you lose the credibility that is so precious to our field. You are also guaranteed an F in this course, and possible expulsion from the university (see student handbook regarding plagiarism). THIS WILL BE STRICTLY ENFORCED.
CLASS SCHEDULE:
January 17 : Overview of the class, introductory discussion
January 22-24 : Overview of the players: scientists, environmentalists, journalists, the people, government officials, politicians, power brokers, business, etc.
January 29-31 : Using the internet for scientific information; Quality of experimental design, discussion
February 5-7 : Parts per billion: what does it mean? Statistics and what they mean in environmental information
February 12-14 : Risk assessment and how to understand the data; Guest speaker: print journalist - how do I process information?
February 19-21 : Guest speaker: TV/video journalist - how do I process information? Government regulations: NEPA, SARA, RCRA, CERCLA, ESA, etc.
February 26-28 : Off Mardi Gras! March 5-7 : Analysis: Global warming, ozone depletion. March 12-14 :Analysis: Human population growth; Species extinction and biodiversity; Hormone mimicking compounds, amphibian decline.
March 19-21 : Analysis: Environmental justice; Environmentalist’s perspective on beat coverage
March 26-28 : Businessman’s perspective on beat coverage; Government person’s perspective on beat coverage
April 2-4 : Politician’s perspective on beat coverage
April 9 : Bayou Trepagnier and coverage; Grand Bois and coverage.
April 11-16 : Spring Break:covering the beat in Florida
April 18 : Grand Bois and coverage
April 23-25 : Petrochemical Corridor (=Cancer Alley) and its coverage
April 30 - May 2 : Louisiana’s coastal erosion issue and its coverage
May 7 : Review
May 14 : 2:00-4:00 pm; Final exam and group discussion
Environmental Communications Bibliography: For the most up-to-date bibliography in the field, see the bibliography page of this website.
- Analysis paper: Each student will select an environmental issue and research and analyze how it has been treated in the media. The framework should be that of the student’s sequence in Communications. 100 pts. Due date: TBA
