CONTACT INFORMATION

Catalog Course Code: NMJ 690

Three-Letter Course Abbreviation: NMJ-O

Instructor: Ronald C. Thomas Jr., EdD, CPM

Telephone: 407.551.2024 ext. 7983

Email: rthomas@fullsail.com

iChat: rnthomas895@aol.com

Hours: By appointment (please call or send an email to schedule) If unable to keep an appointment, please call to cancel or reschedule

COURSE DESCRIPTION

In the New Media Journalism Master of Arts Degree Pro-gram, students must complete a capstone New Media Journalism Final Project as a requirement for graduation. To complete this project, students will utilize what they have learned about the mission, methods, and experience of mul-timedia reporting to undertake a comprehensive, sustained study of a single subject. The final project will consist of a journalistic package that combines the elements of text, photos, video, graphics, and other elements to tell that story. Each student will publish a blog and/or establish a website that includes multimedia pieces that document his or her project in evolution and will write a research-based and sup-ported thesis paper that will serve as an in-depth exploration of the project.

COURSE MATERIALS

Due to the dynamic nature of new media journalism, stu-dents will consult current, relevant online resources as assigned to supplement course lessons. Other course mate-rials include:

yy APA-style guidelines: http://bit.ly/eQY7D

yy APA-style tutorial: http://bit.ly/zYF7sj

COURSE OBJECTIVES

Students will accomplish these course objectives by com-pleting the milestones specified:

yy Synthesize knowledge of journalistic principles and pro-fessional and academic style guides

yy Demonstrate complex understanding of the profes-sional and academic writing process

yy Apply journalistic principles to development of a final thesis paper

yy Differentiate between journalism and professional style guides with regard to tone, voice, and attribution and grammar in written reports

yy Evaluate the results of research methodologies in analy-ses of digital content

yy Define the scientific method in the context of written academic and technical reports

yy Identify the types of research methodologies used in scientific inquiries

yy Discuss the types of evidence used to substantiate claims in professional and academic reports

yy Evaluate the implications of research results on theo-ries of new media journalism practices and effects

yy Articulate complex analyses of professional and academic textual reports

yy Define, differentiate, and evaluate modes of discourse and types of reports

yy Incorporate discourse guidelines in the development of a final thesis paper

yy Assess professional and academic reports based on mode of discourse standards

yy Develop, execute, and measure strategies and tactics for engaging audiences based on analyses of analytic reports

yy Apply principles and lessons from best-practice case studies to production, publication, and distribution of a final project follow-up report

yy Use analytic tools to optimize a personal website and final project

yy Execute and assess engagement strategies and tactics related to an online portfolio and final-project distribution

yy Evaluate website design and story layout based on best-practice principles

yy Demonstrate a comprehensive understanding of pro-fessional website layout and design principles

yy Analyze website design and story layout in various specializations of new media journalism

yy Revise, renovate, and optimize digital portfolios, pro-fessional websites, and a final project

COURSE SYLLABUS

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE

COURSE OUTCOMES

By the end of this course, students will be able to:

yy Articulate complex descriptions of best practices in new media journalism

yy Differentiate among description, exposition, narration, and argument as discourse modes for textual reports

yy Incorporate the scientific method into production of aca-demic and professional reports

yy Analyze the outcomes and limitations of experimental, survey, and content-analysis research

yy Synthesize knowledge of research methods into the pro-duction of compelling arguments

yy Report, produce, and publish a follow-up report based on a final project

yy Integrate theories of media effects and journalism prac-tices in evaluations of multimedia reports

yy Assess academic and professional reports based on new media journalism criteria

yy Evaluate website designs and story layouts using site ar-chitecture and optimization principles

yy Create, peer-review, and revise the introduction, literature review, methodology, results, discussion, conclusion, and references sections of a final thesis paper

DEGREE CONNECTION

Each course within the New Media Journalism Master’s pro-gram builds and expands upon knowledge and skills threaded throughout previous courses. In the Final Project course, stu-dents will synthesize and apply the best-practice principles of new media journalism with the standards provided by professional and academic style guides in the development, revision, and creation of their final thesis paper. Students will also report, produce, and publish a multimedia follow-up story based on their final-project topic that integrates all they have learned in the New Media Journalism program. Addi-tionally, students will utilize the results of analytic reports in the development of optimization strategies related to their website design and final-project layout to more fully engage their target audience.

INDUSTRY CONNECTION

Based on the results of analytics and social-metrics reports, students in the Final Project course will gain valuable experi-ence renovating the design, layout, and optimization of their digital portfolio, personal website, and final project to reach their audience-engagement goals. This course requires a hands-on approach as students complete a sustained study of a journalistic topic using multiple media elements as well as a thesis paper written in support of that project. Students completing this course will draft, peer-review, revise, and complete drafts of their thesis paper to demonstrate their ability to tell a compelling, newsworthy story in line with the standards provided by professional and academic style guides. This course allows students to demonstrate their ability to complete a sustained, in-depth study in an area of new media journalism related to their ultimate career goals and that follows contemporary industry standards.

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course OutcomesNEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course Objectives

RESEARCH COMPONENT

In NMJ-O, students are not only held responsible for every stage and element in the development of their final thesis paper but are also required to assess and optimize their digi-tal portfolios. Grounded in the mass-communication research tradition, students will learn to apply the principles of the sci-entific method to both their journalistic storytelling and final thesis paper. After assessing findings from various case stud-ies, students will craft an appropriate strategy for both the creation of their final thesis paper as well as optimization of their online content. Course assignments require students to adopt a hands-on approach as they develop proficiency in the use of professional and academic style guides for research-ing, drafting, peer-reviewing, and revising their final thesis paper and professional websites.

ADDITIONAL RESOURCES

The following are suggested sources for additional research:

yy “Preparing to Write and Drafting the Paper”: http://writing-program.uchicago.edu/resources /collegewriting/preparing_to_write_and_drafting .htm#_Toc431538579

yy “Research Paper Checklist: What Professors Look for When Grading”: http://blog.questia.com/2011/11/research-paper-checklist -what-professors-look-for-when-grading/

yy “Understanding Voice and Tone in Writing”: http://grammar.quickanddirtytips.com/understanding -voice-and-tone-in-writing.aspx

yy “How to Write Your Thesis”: http://www.ldeo.columbia .edu/~martins/sen_sem/thesis_org.html

TOPICS COVEREDyy Professional and Academic Writing Standards and

Guidelines

yy How to Write Introductions and Literature Reviews

yy Incorporating the Scientific Method in Written Reports

yy Analyzing Research Results

yy How to Write Methodologies and Results

yy Covering Evolving Stories Online

yy Incorporating New Media Concepts into Story Production

yy How to Write Discussions and Conclusions

yy Attribution and Citation in Professional and Academic Writing

yy Advanced Design and Layout Principles and Practices

yy Evaluating Analytic Reports of Final Project

yy Review of the Thesis Purposes and Processes

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Research ComponentNEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Research Component

LEARNING ACTIVITIES

Reading AssignmentsReading assignments are carefully selected to assist with students’ exploration of key concepts and provide knowledge of available re-search and learning technologies. This course relies on bookmarked articles and online resources to provide students with the most cur-rent content possible.

Multimedia ActivitiesMultimedia activities augment students’ understanding of certain key ideas and provide valuable practical experience and information. These activities allow students to demonstrate their comprehension of guiding principles, proficiency with technological tools, and ability to execute professional projects.

Weekly ExercisesStudents will apply new media journalism concepts by creating, publishing, and promoting original content on their personal-brand websites and completing their final thesis paper in weekly segments.

Professional and Academic Writing Standards and GuidelinesDuring the first week, students will learn how to apply and put into practice the principles underlying professional writing guides in the creation of their final thesis paper. Students will discuss the modes of discourse and identify the appropriate method for organizing their paper as well as incorporating the principles of the scientific method into their textual reports. After synthesizing theoretical, practical, and ethical information derived from relevant case studies, students will write, peer-review, and revise the introductions and literature review sections of their final thesis paper.

Research Methodology and ResultsNew media journalists must understand the nature of empirical research results used to substantiate claims, assertions, and argu-ments in professional and academic reports. In the second week, students will discuss the procedures and limitations involved in sur-vey, experimental, field studies, and content analyses and analyze evidence by research methodology. Students will incorporate their knowledge of research results into their analysis of the Google Ana-lytics report based on their final project. Students will also produce a draft of the third chapter, Methodology and Results, of their final thesis paper.

Review of New Media Principles and Practices

In the third week, students will review new media journalism prin-ciples and practices as they synthesize theories of media effects and best-practice guidelines for media-element usage. They will analyze the attribution and citation standards set forth in professional and academic style guides, evaluate the transparency of textual reports, and incorporate journalistic principles into the development of their final thesis paper. Students will then draft, peer-review, and revise the discussion, conclusion, and bibliography of their final thesis paper. They will also report, produce, and publish a follow-up report based on their final project topic.

Professional Website and Personal-Brand OptimizationIn the final week, students will determine the optimal layout and design for their own professional sites. They will also develop strategies and tactics to fully engage their target audiences. To demonstrate comprehension of these concepts, students will peer-review and finalize their online portfolios and website designs, as well as submit the final draft of their completed thesis papers.

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Learning ActivitiesNEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Learning Activities

Mastery and ReflectionIn the final week, students will make their final entry in their run-ning Mastery Journal. Here, they will both reflect on this course and make a culminating statement about their experience in the program as a whole.

GRADE WEIGHTS

Weekly Discussion Boards (4 at 10% each) 40%

Assignments (Weeks 1–3 at 10% each; Week 4 at 15%) 45%

Mastery Journal 5%

Professionalism 10%

Total 100%

STRATEGIES FOR SUCCESSFUL LEARNING

yy Be aware of your words and digital content; proofread, edit, and deliver your messages concisely, actively, consistently, and in an emotionally impactful way.

yy Promote yourself, your digital content, and your online profile in line with your professional career goals and industry standards.

yy Make sure that all of your work is presented as you would in a professional work environment.

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Learning Activities

COURSE-SPECIFIC RUBRICS

Weeks 1–4 Discussion Boards

DimensionExcellent100%

Good90%

Fair80%

Poor70% or less

Thoroughness and Quality

25 points

Post demonstrates an in-depth understanding of the assignment, and all topic(s) are thoroughly addressed

Post addresses all required questions and/or includes all required elements

All information presented is accurate, clear, thorough, and supported by relevant facts, statistics, analysis, and/or examples

Post demonstrates an in-depth understanding of the assignment, and most topic(s) are convincingly addressed

Post addresses at least 90% of the required questions and/or includes all required elements

Most information presented is accurate, clear, thorough, and supported by relevant facts, statistics, analysis, and/or examples

Post demonstrates a superficial understanding of the assignment

Some topics are adequately addressed

Post addresses at least 80% of the required questions and/or includes some required elements

Some information presented is accurate, clear, thorough, and supported by relevant facts, statistics, analysis, and/or examples

Post demonstrates a lack of understanding of the assignment

Discussion topic is not adequately addressed

Post addresses 70% or less of the required questions and/or elements

Many of the points presented are not clear, thorough, creative, or adequately supported with relevant facts

Logic and Argument

25 points

All ideas flow logically; arguments are identifiable, reasonable, and sound

All factual examples/facts given to support a position are relevant and compelling

Counterarguments are successfully addressed

Post includes new meaningful material, enriching the discussion

Most ideas flow logically; most arguments are clear, consistent, flow logically, and make sense

Most factual examples/reasons given to support a position are relevant and compelling

Acknowledgement of counterarguments

Occasional insightful connections to outside material are made

Some logic and/or arguments are unclear, irrelevant, or unconvincing

Post does not fully address counterarguments or make connections to outside material

Unclear arguments or flow of ideas

Few reasons are given to support a position

Simplistic view of discussion topic; little evidence of possible alternative views provided

OR post demonstrates minimal effort or comprehension

Posts are difficult to understand

Writing Skills

10 points

No major grammatical or professional-writing-style errors

Argument and post are well-structured, are organized logically, and flow smoothly

Overall good writing, but one or two grammatical or professional-writing-style issues interrupt the flow of communication

Overall adequate writing with three or four grammatical or professional-writing-style issues that interrupt the flow of communication

Five or more grammatical and/or professional-writing-style errors make the argument and post difficult to follow and process

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course-Specific Rubrics

DimensionExcellent100%

Good90%

Fair80%

Poor70% or less

Use of References

10 points

If information sources are used or referenced, all are cited correctly

If information sources are used or referenced, most are cited correctly

If information sources are used or referenced, some are cited correctly

If information sources are used or referenced, few or none are cited correctly

Response Post (RISE)

30 points

Response post incorporates all four elements of the RISE model with an excellent level of detail and effort, including:

Reflect: To recall, ponder, and communicate

Inquire: To seek information and/or provide ideas through questioning

Suggest: To introduce ideas for improvement of the current iteration

Elevate: To raise to a higher degree or purpose in future iterations

Response post addresses at least 90% of the elements in the RISE model with adequate detail and effort

Response post addresses at least 80% of the elements in the RISE model but offers few constructive comments and/or vague suggestions

Response post is submitted but does not address at least 70% of the elements in the RISE model

Student merely expresses agreement or disagreement without explanation, asks no questions, and offers no suggestions for improvement

Weeks 1–4 Discussion Boards (Cont.)

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course-Specific Rubrics

Assignments

Weeks 1–2 Assignments

DimensionExcellentA

GoodB

Minimal C

UnacceptableD–F

Assignment

80%

Submission includes all required elements

Pages meet all formatting and content requirements

41–45 points

Submission includes most of the required elements

Pages meet most formatting and content requirements

36–40 points

Submission includes some of the required elements

Pages meet few formatting and content requirements

33–35 points

Submission fails to include requirements

Pages do not meet formatting and content requirements

0–32 points

Spelling and Grammar

20%

Submission is free of any grammatical or spelling errors

18–20 points

Submission has minor grammatical and/or spelling errors

16–17 points

Submission contains occasional grammatical and/or spelling errors

14–15 points

Submission contains numerous grammatical and/or spelling errors

0–13 points

Deadline -15 points per day past initial post deadline

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course-Specific Rubrics

Week 3 Publication Assignment

DimensionExcellentA

GoodB

Minimal C

UnacceptableD–F

Journalistic Quality

25%

The work exhibits excellent journalistic quality, thorough research, credible sourcing, and excellent writing

23–25 points

The work exhibits good journalistic quality, solid research, mostly credible sourcing, and good writing

20–22 points

The work exhibits fair journalistic quality, a fair amount of research, suspect sourcing, and fair writing

18–19 points

The work exhibits poor journalistic quality, little research, untrustworthy sourcing, and poor writing

0–17 points

Production Mechanics

25%

The work exhibits excellent text, audio, photography, infographics, videography, and editing as appropriate

23–25 points

The work exhibits good scripting, audio, photography, infographics, videography, and editing as appropriate

20–22 points

The work exhibits fair scripting, audio, photography, infographics, videography, and editing as appropriate

18–19 points

The work exhibits poor scripting, audio, photography, infographics, videography, and editing as appropriate

0–17 points

Technical Requirements

20%

All required technical elements are fulfilled

18–20 points

Most of the required technical elements are fulfilled

16–17 points

Some of the required technical elements are fulfilled

14–15 points

Few or none of the required technical elements are fulfilled

0–13 points

AP Style and Grammar

15%

The work is free of any grammatical or AP Style errors

14–15 points

The work has minor grammatical and/or AP Style errors

12–13 points

The work contains occasional grammatical and/or AP Style errors

10–11 points

The work contains numerous grammatical and/or AP Style errors

0–9 points

Attribution

15%

Statements are supported by relevant sources

14–15 points

Most statements are supported by relevant sources

12–13 points

Few statements are supported by relevant sources

10–11 points

Statements are not supported by relevant sources

0–9 points

Deadline Submitted on time

-0 points

One day past due

-25 points

Two days past due

-50 points

More than two days past due

-100 points

Assignments (Cont.)

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course-Specific Rubrics

Week 4 Assignment

CriteriaExcellentA

GoodB

Minimal C

UnacceptableD–F

Thesis Paper

80%

Student’s thesis paper addresses all the required elements in a clear and concise manner

Paper meets all formatting and content requirements

63–70 points

Student’s thesis paper addresses most of the required elements in a concise manner

Paper meets most formatting and content requirements

56–63 points

Student’s draft addresses some of the required elements

Paper meets few formatting and content requirements

48–55 points

Student’s draft fails to address the required elements

Paper does not meet formatting and content requirements

0–47 points

Spelling and Grammar

20%

Paper is free of any grammatical or spelling errors

18–20 points

Paper has minor grammatical and/or spelling errors

16–17 points

Paper contains occasional grammatical and/or spelling errors

14–15 points

Paper contains numerous grammatical and/or spelling errors

0–13 points

Deadline -25 points per day past deadline

Assignments (Cont.)

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course-Specific Rubrics

Mastery Journal Assignment

DimensionExcellent100%

Good90%

Fair80%

Poor70%

Failing60% or less

Discussion of Which Content Is Most Helpful

Response specifically identifies which content is most helpful and why

Response identifies which content is most helpful but provides a general explanation

Response identifies which content is most helpful but provides a weak explanation

Response identifies which content is most helpful but does not provide an explanation

Response fails to identify which content is most helpful

25%

Discussion of How the Knowledge Acquired in This Course Prepares the Student for a Future Career

Response specifically discusses how the knowledge acquired in this course will prepare the student for a future career

Response generally discusses how the knowledge acquired in this course will prepare the student for a future career

Response identifies that the student learned something from the course but provides a weak explanation as to how it will prepare the student for a future career

Response identifies only that the student learned something from the course but does not explain how it will prepare the student for a future career

Response fails to discuss how the knowledge acquired in this course will prepare the student for a future career

25%

Discussion of Course Expectations

Response specifically identifies course expectations and provides detailed examples

Response specifically identifies course expectations and provides general examples

Response generally identifies course expectations and provides weak examples

Response generally identifies course expectations but provides no examples

Response fails to identify course expectations

30%

Organization and Coherence

The structure is logical

Sophisticated transitional sentences allow ideas to flow, develop, and relate logically

The reader is easily guided through the author’s thought process

Ideas are presented in a logical progression

Good transitional techniques are used between thoughts

Some logic may be faulty, but each paragraph clearly relates to the author’s objective

Ideas are stated but presented randomly without logical or professional structure

The logic behind certain paragraphs may not be clear (i.e., paragraphs are too general)

The ideas are generally conveyed but are not written in a logical or professional structure

Sentences within paragraphs may lack coherence, making the author’s intentions hard to understand

The structure is completely random and lacks paragraph cohesion

The paragraphs may not relate to the objective

The paragraphs may lack topic sentences or be too broad to be effective10%

Writing Skills There are no significant errors in regard to spelling, grammar, usage, punctuation, capitalization, or structure

There are few or minor grammatical/typographical errors

Sources are sufficiently cited

There are frequent grammatical or typographical errors

Sources are not cited correctly, but an attempt at citing them is made

There are either numerous grammatical/typographical errors, or sources are not cited

Grammatical and typographical errors are present to the point of distraction

Sources are not cited10%

NEW MEDIA JOURNALISM FINAL PROJECT—ONLINE Course-Specific Rubrics