“KKIE radio” – “10 best places to get engaged”
by Rochelle Guillen and Camille Crites
http://www.box.net/shared/fc9eubgzyk

“He Said/She Said” show – “addressing male stereotypes”
by Monica Martinez and Justin Quartermaine
http://www.box.net/shared/hi47zl9hrt

http://www.box.net/shared/tyhfpqjqig

This course is a study on the field of broadcasting within the form of a podcast.  The evolution of this new form of media and the impact it has had in the field of journalism will be explored.  Instructional goals are (1) to enhance the student’s awareness of new broadcast journalism-pod cast (2) to increase the student’s ability to identify effective podcast episodes and to demonstrate an understanding of the ethics, standards and legalities of producing and publishing podcast episodes (3) to enhance the student’s ability to employ reason and logic as tools for discerning the evolution of the field of broadcast journalism (4) to provide students the knowledge and skills necessary to work on a podcast team (5) to elicit a sense of personal ethics and professional responsibility 6) to synthesize this information and reflect on the impact that podcasting has on the Christian churches and ministries.

Objectives/Outcomes:

1)      Students will understand what podcasting is and how this form of journalism evolved from the traditional field of radio broadcasts. They will demonstrate an awareness of responsibilities within the field.

2)      Students will identify the moral and legal dimensions of issues that arise in podcasting through the use of case studies and evaluation of effective podcast episodes.

3)      Students will evaluate podcasts and compare various podcast episodes with traditional radio broadcast shows.

4)      Students will demonstrate critical thinking and reasoning while considering and exploring practical uses for this form of media in a Christian context.

5)     Students will learn the technical aspects of podcasting and the practical necessities of producing podcast episodes.

6)     They will demonstrate an understanding of the various positions involved in producing a podcast, the tasks, responsibilities and duties of the producer, editor, personality and writer. Students will develop a personal sense of professional responsibility as they learn to write, produce and perform in a podcast episode 

Text:

Associated Press Stylebook and Libel Manual.

·         Live Text Program-  purchase in the bookstore at the front counter*

·         Flash Drive is helpful, but not required

*The coursework will be assessed and evaluated via Live Text program. Each student should already have or should purchase the Live Text system (streaming video version for your portfolio work).  You may use this system throughout your college career. Therefore, the cost is minimal compared to most textbook purchases, which are only applicable for one semester. It is our hope that upon graduation, your portfolio will clearly exhibit and showcase your abilities within the industry of your choosing, and will greatly assist in your ability of securing a career position with your degree. 

 Course Requirements:

1) Podcast  evaluation and presentation-You will sign up to present an evaluation of a podcast episode. A rubric will be provided to assist students in listening to and evaluating six episodes of a podcast production. The students will share excerpts of the podcast with the class and will provide an oral analysis/presentation of the program. (100 points)

2) Episode writing-Students will draft working scripts by gathering the materials needed and recording the products for upload and/or playback. Examples of podcast scripts and rubrics will be provided. (50 points each x 5 = 250 points)

3)  Editing- An editor works with a producer to make sure the script is acceptable and edits the recorded material into the proper time frame and sound quality. Students will edit an episode for timing (designated finished length), quality and content. (100 points)

4)  Fieldwork-Complete five hours outside of class of structured observation, note-taking, research and writing about a broadcast journalist at work. Choose a high-profile journalist who is also using interactive media to enhance his or her on-camera, traditional newscaster role. Turn in your notes and a summary statement about what you learned, and what you think would be important for your classmates to know. (150 points)

5)  Peer engagement / participation (100 points) – in addition to participating in class…

• Participate in Blackboard course discussion boards as assigned and respond to discussion guide statements
• Post reflection entries based on relevant topics as assigned; comment on peer post

6)     Mid-term – Establish a blog-web address, page design and RSS feed of your own, upload your podcast files as an example of your portfolio from the JRN220 class. (200 points)

7)     Reflective statement in LiveText: Write a 250-word essay about what you learned in class, what you thought was most important, what you were most surprised to learn, and how you think you can use what you learned in the future. Include a link to your JRN220 class blog from the mid-term, as support for your LiveText portfolio. (100 points)

Breakdown of Points:

 900-1000 A

 800-899 B

 700-799 C

 600-699 D

Attendance Policy                                                                    

You are expected to attend all classes. Please contact me by email or phone call if you must miss—let me know in advance or points will be deducted.