Course Information
- Sections D01: MWF 10:10 – 11:00am, Merion Hall 174; D02: MWF 1:25pm – 2:15pm, Merion Hal 150
- Office: Bronstein Annex 202
- Office Hours: TH 12:00 – 2:00, and by appointment
- email: wwolff [at] sju [dot] edu
- Twitter: @billwolffsju
- https://williamwolff.orgcourses/ds-fall-2018/
Course Description
These sections of COM 472 Digital Storytelling are informed by the theme of community engagement, the central focus of the university for the 2018 – 2019 academic year. The goal for the university is to “explore the ways in which our work has tied our destiny as a university to that of our surrounding community, as well as the need to enhance meaningful engagement with our neighbors, near and far.” Because so many Communication Studies courses already encourage students to engage with the surrounding community, our take will be to better understand our own community–something that is vital if we are going to be able to understand the community around us.
Specifically, students will complete a semester-long class-wide transmedia story about how a particular social justice-related issuu/challenge/concern is understood by individual members of the SJU university community. Our goals are to empower, raise awareness, and hopefully start a dialogue that could lead to change.
The project is inspired by two recent CNN interactive digital stories produced by Jacque Smith and her team, “The First Time I Realized I was Black” and “25 Influential American Muslims,” and we will have the pleasure of talking with Jacque and her team via video conference this semester. Though these stories contain videos and some written content, our project will also include an Instagram campaign with professional portraits and extended text, as well as additional online and print modes of communication as determined by the class. Students will be broken into small groups to complete the majority of the work that will contribute to the overall project.
In order to complete the work, the class as a whole will determine
- the subject of the project
- what needs to be researched to better understand the project
- which members of the university community will be interviewed
- what questions will be asked
- the aesthetics of the web page the videos will appear on
- the aesthetics of the videos
- and other important components.
Throughout the process of completing their work, students will learn theories and techniques associated with storytelling, open-ended interviewing, and listening, as well as build on and hone the audio, video, and photography skills learned in prior Communication Studies courses.
Specifically, students will complete the following:
- a Collaborative Transmedia Awareness Campaign (including associated work and reflections) (Associated Course Objectives: 1, 2, 3, 4, 5)
- 11 Reading Responses (Associated Course Objectives: 1, 2, 4, 5)
- a Depth of Field Study (photo and video) (Associated Course Objectives: 1, 4, 5)
- a Story of Learning (Associated Course Objectives: 1, 4, 5)
We will have at least one required individual conference this semester. Students are required to attend the video conference with Jacque Smith and her team, on Thursday October 11 at 11:00 in the Foley Theater. In you have a known conflict, inform them immediately about this requirement.
Required Texts and Materials
There are no books required for this course. However, please make sure you have access to the following:
- An SD card with at least 8GB
- A 1TB external hard drive (suggested, but not required)
- Access to video and photo equipment and editing software (hardware can be rented from the Communication Studies Gear Room)
- A computer with internet and web access
- SJU email
Depending on how your project emerges, you may be required to contribute to the cost of various print materials. The cost will be significantly less than buying books.
Course Learning Objectives
This course is informed by the Core Objectives for COM 472 as created by the Communication Studies department, the mission of the university to “prepare students for personal excellence, professional success, and engaged citizenship,” and the importance of Reflection advocated by the Office for Mission and Identity.
Objective 1: Storytelling
Students will understand the principles and practices of effective storytelling and be able to create media objects that effectively apply storytelling principles and techniques for desired rhetorical, aesthetic, and communication goals.
Objective 2: Community Engagement
Students will expand their understanding and appreciation of the importance of being an actively engaged community member, particularly in terms of the importance of engaged research, interviewing, listening, and storytelling.
Objective 3: Collaboration
Students will develop their ability to work collaboratively in a variety of in- and out-of-class activities and settings.
Objective 4: Risk-taking
Students will know what it feels like to step out of their comfort zones and take risks with their approaches to and understanding of the course activities and other course objectives.
Objective 5: Reflection
Students will develop their understanding of the important role of reflection during the reading and communication process.
Should any aspect of class confuse/concern/trouble you, or if you have questions about any of the assignments, readings, or anything else, please do not hesitate to contact me.
Grading, Class Discussion, and Collaboration
Grades are determined on the basis of a Story of Learning, presented in the form of a GoogleDoc, which incorporates statements about your learning, links to work completed throughout the course, important moments of reflection about the course, and social media tweeted, blogged, or other media that you have sent out in to the internets throughout the semester. Students will present their Story of Learning at the midterm and at the end of the semester. In each case, each student will assess their own performance according to a predetermined grading criteria using their own work as evidence to justify a possible grade. At the midterm, we will meet in individual conferences to discuss your self-assessment and make plans for the rest of the semester.
Individual assignments will be assessed using a system of Small Multiples, which will be explained in detail in class.
A note on in-class discussions: Contribution to in-class discussion is expected in this class. That is, I expect all students in all class meetings to contribute thoughtful insights into the texts and the ideas discussed in class. Each member of our community of learning needs to be actively engaged in the learning process. Each student is here to contribute to the exchange of ideas. Ask questions. Be curious. As a student in this course you will create your own communal context for learning by engaging in conversations with others. As such, being prepared to participate in discussions and activities is paramount. This entails having read, annotated, and thought about the required materials carefully before class starts. The more you as students shape the conversations by engaging with each other, validating each others ideas, pushing each other, and asking each other questions without my prompting, the more this class will feel like a community and not just another class. No grade will be assigned for in-class participation; however, if your participation is lacking, it will seriously impact the Collaboration section of your Story of Learning. There may be times when the class meets in an online space rather than in the classroom. You’ll be notified ahead of time if this is the case.
A note on collaboration. This course replicates real-world communication and design environments wherein people work with their colleagues to create meaningful, effective, and aesthetically pleasing projects for clients. If you don’t like working on collaborative projects, this course gives you the opportunity to rethink that dislike and, instead, begin to learn how to work with others in ways that will allow you to be successful. You are expected to be intentional, collegial, professional, thoughtful, mindful, polite, and open-minded in all of your interactions in the course, especially when visiting with clients. Significant moments that show a lack of collegiality, etc., can result the a reduction in your grade.
A note about grades: Grades in the A-range are those that show the student working at levels significantly higher than what is expected. Grades at the B-level are those that show the student working at levels at or just above what is expected. Grades at the C-level and below are those that show the student working at levels below what is expected.
All major assignments must be completed to pass the course. It is better to complete an assignment late then not to complete it at all.
A Note on Academic Technology
Because this is an upper-level course, you are expected to be familiar with the department’s approach to using digital technologies: experiment, take risks, and play.
However, as much as technology makes life easier, at times it can also be difficult (computer crashes, deleted work, slow internet connection, etc.). Plan accordingly: “the computer ate my homework” or “the internet was down” are not reasons to forgo doing the assigned work. It is in your best interest to leave extra time, and back up frequently, especially at first to ensure that technology does not get in the way of your work.
That being said, I will never mark down or refuse to accept a project because of difficulty using academic technology. The software and applications we use are a means to complete the work, not the work itself. The software is often new and sometimes still has bugs. I am aware of this and am aware that problems can happen. If you run into trouble, let me know as soon as possible so I can help you work through it. There is no reason to sit for hours getting more and more frustrated. Send me an email with as detailed a description of your problem as possible and we’ll figure out what is going on.
If you are having trouble getting a project completed on time (for whatever reason) please let me know about your delays as soon as possible. It is better to complete an assignment late then to not complete it at all, and I am more than happy to work with you so you can compete the best project you can.
Universal Learning
I am committed to the principle of universal learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to universal learning.
Any student with particular learning needs should contact the Student Success Center at 610-660-1041. The Center is located in Bellarmine Hall. The staff is available to answer questions regarding accommodations or assist you in your pursuit of accommodations. Then you and I can work out the details of any accommodations needed for this course.
Students with Disabilities
Requests for Accommodations: Reasonable academic accommodations may be provided to students who submit appropriate documentation of their disability. Students are encouraged to contact Dr. Christine Mecke in the Office of Student Disability Services, Bellarmine, B-10, at cmecke@sju.edu; or at 610.660.1774 (voice), or 610.660.1620 (TTY), for assistance with this issue. The university also provides an appeal/grievance procedure regarding requested or offered reasonable accommodations through Dr. Mecke’s office. More information: www.sju.edu/sds.
Grievance Procedures for Students with Disabilities, Appeal Process: The Office of Student Disability Services will seek to provide reasonable accommodations to qualified students with disabilities. However, there may be times when a disagreement as to what is considered a reasonable accommodation will occur between the student and the University. The student has a right to file a grievance for complaints regarding a requested or offered reasonable accommodation on the basis of a disability under Section 504 and the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act (ADA) and University policies. If you have any questions regarding the appeals process, please contact Dr. Christine Mecke, Director Student Disability Services – Bellarmine – Room G10 – cmecke@sju.edu.
For further information regarding accommodations, please see: www.sju.edu/int/studentlife/studentresources/thesuccesscenter/ssd.
Attendance
As this course is highly interactive with complex coding discussed nearly every meeting, your success is absolutely tethered to your presence and participation. The course will move quickly, and each successive meeting will build upon the concepts of the previous. Missing a class puts you at a serious disadvantage in terms of the larger semester arc. This is not the type of course where you can “ask for the notes” from a classmate and get the same learning experience. If you miss class you will miss something important.
Please come to class on time, prepared, having completed the assigned reading and writing, and ready to contribute to class discussions, to listen seriously and respectfully to the thoughts of others, and to participate in all in-class activities.
According to the 2017 – 2018 Academic Catalog, “The course expectation form shall include a clear statement on attendance policy, specifying the maximum number of absences permitted in the course. . . . When students are required to absent themselves from class to participate in a University-sponsored activity, the director of the activity shall give written notice to the instructor in advance” (p. 18).
Except for “serious reasons” (for example, hospitalizations, severe health issues, death of a loved one), missing more than 1.5 classes will affect your grade. More than 6 absences will result in failing the course. Lateness counts as .5 of an absence. Leaving early will count as .5 of an absence. The grade reductions after 1.5 absences:
2 absences = -1/4 grade
3 absences = -1/2 grade
4 absences = -3/4 grade
5 absences = 1 full letter grade
6 absences = 1.25 letter grade
6.5 or more = FA (failure due to absences)
Your primary responsibility is to be in class and fully present.
We will have at least 1 required conference throughout the semester where we discuss your progress in the class and questions you have. Missing a conference equals missing a day of class.
Digital Etiquette
Many of the assignments throughout the semester will require participation in online spaces. Students should work to preserve the same atmosphere of respect and consideration that occurs in the classroom. Disagreements may arise and consensus is not always possible (indeed disagreements are productive). However, name calling, bullying, harassing, shaming, flaming, trolling, etc. is antithetical to the goals of this course and decent humanity.
Email Etiquette
There will be times during the semester when I will need to contact the class and you will need to contact me. I will contact you via your SJU email account, so please be sure you are checking it regularly and/or forwarding it to the email service you use most regularly. I do not recommend calling me on my office phone.
I strongly suggest you contact me via Twitter (@billwolffsju) and/or email. Email, however, tends to be seen as an informal medium. This, however, should not always be the case. All emails that I send to you will have a meaningful subject line and a proper salutation (“Hi Class,” or “Hi Jane,” etc.). The first sentence will notify you of the purpose of the email, and then will get to the heart of the matter. It will end with a formal closing (“Thanks, BW”). I expect the same from any email you send. Twitter is less formal, so feel free to just tweet me questions. Please add the course hashtag (#storyf18) to all course related tweets.
I’ll get back to your tweets and emails as soon as possible—usually within half a day. With two small children at home, during the week I tend to be offline 5:00pm – 9:00pm and after 11:00pm and during the weekend I’ll be online sporadically, so don’t expect an immediate response during those times. If I don’t get back within a day, it may be that I did not see your tweet or email for one reason or another, such as an email going in my spam folder. Send me a polite reminder and/or ask me in class if I got it, and I’ll get back immediately.
Computer Classroom Etiquette
These general guidelines will help make your overall course experience more effective, productive, and educational:
- When someone is speaking and you are not asked to be following on your computer, please turn and face that person. Everything the instructor is doing on the computer will be projected onto the screen in the front of the classroom.
- Class is made up of students with widely varying levels of computer expertise. If you have technical experience, please be considerate of those who do not. Do not act bored during these times of instruction, since that will distract others and alienate you from them. Instead, offer what help you can to others if they seem lost or confused. You will not only help your colleague, but you will create a collaborative atmosphere in the class, both of which are only to your advantage.
- If you are a novice computer user, do not be afraid of asking questions, even when it seems that everyone around you is “getting it.” I will not know what areas are mysterious unless someone asks for clarification, and they will be more than happy to answer your questions. The chances are good that if you don’t understand something that others don’t either, and your I need to know this. Don’t be intimidated into silence.
- When communicating with classmates online please pay special attention to how you word things. Electronic communication is wonderful for many reasons, but because tone is not readily apparent, oftentimes things are misinterpreted and people can get quite hurt.
- Be sure to bring to class all your required materials. If you have time in class to work on projects, don’t work on other courses or personal business. Make use of your limited time in the classroom, ask me and your classmates questions, and take advantage of the opportunities the course and the classroom offers you. Always log out of the computer before leaving for the day.
There will be times when I ask you to put your phones, tablets, and computers away so we can focus on the discussion.
Resources
Writing center: You will write in this class. If you are particularly concerned about your writing or think you might benefit from extra support, the Saint Joseph’s University Writing Center is free to all members of the SJU community. The undergraduate and graduate student writers who make up the staff can assist you in any stage of the writing process, from brainstorming to organizing and developing your ideas, to citing sources to proofreading. They work with students from across the university on a variety of assignments and individual and group projects: lab reports, business policy papers, poems, essays, research papers, dissertations, resumes, and personal statements for graduate school applications, among many others. You name it; they’ve helped writers write it. Both appointments and drop-in sessions are available. The main Writing Center is located in 162 Merion Hall. The Center also has a satellite location in the Post Learning Commons (room 128). Students enrolled in graduate and PLS courses may take advantage of online tutorials, which are offered any time the Writing Center is open. For more information, including hours of operation and instructions on how to make an appointment, please visit the SJU Writing Center website at sju.edu/writingcenter.
Digital Media Zone (DMZ): All DMZ computers were updated and/or replaced during Summer 2018, so things should be running much more smoothly than in the past.
AV Gear Rentals: Students can check out digital still cameras, video cameras, tripods, and other technology in the in the Communication Studies Gear Room, located on the second floor of Bronstein Hall. See the AV Gear Checkout Policies on the Communication Studies web page.
Academic Honesty: Please familiarize yourself with the University’s Academic Honesty Policy.
Firearms Policy
According to the Human Resources section of the SJU website and the SJU Student Handbook (January 14, 2016),
The carrying, or presence, of a firearm is not permitted on University property, including, but not limited to, one’s vehicle, office, residence or locker, except when the firearm is carried by a deputized law enforcement officer and/or agent who is conducting official business on University property.
The University policy concerning the prohibition against the carrying, and presence, of firearms on campus, is intended to conform to applicable statutes of the Commonwealth of Pennsylvania. Such statutes define firearms as any pistol, revolver, shotgun, or any weapon which is capable of firing a projectile.