Fall 2016 - BYU School of Communications

Section 001: Tuesdays, 4:00-6:30 p.m., Room 270 BRMB

Instructor: Dr. Dale Cressman
Email: cressman@byu.edu
Office: 310 BRMB
Office Phone: 801-422-1686
Office Hours: (effective October 2016) Tuesdays, 1:30-3:00 p.m. or by appointment.
Learning Suite public link: https://learningsuite.byu.edu/view/w2C73o8F0vT8.html
Substitute instructor: During the month of September, I will be recovering from back surgery.
Dr. Ed Adams, communications scholar, historian, and dean of the College of Fine Arts and
Communications will be teaching during my recovery time.
Course Information
Welcome to Comms 301. This semester we will focus on the mid-to-late twentieth century,
specifically the media and the American Civil Rights movement. This class will require a
significant amount of reading and class participation. It will not require the memorization of
dates, years, and bone-dry facts. However, it aims to lead you to an appreciation for media
history and diversity. While we expect to have an enjoyable experience, we will endeavor to
challenge your existing assumptions, perhaps even provoking a measure of discomfort.
Course materials

Item

New

RACE BEAT
Required
by ROBERTS, G

17.00

Used

12.75

Learning outcomes
Students will understand how the technical, professional, and societal development of American
mass media influenced current media philosophy. Specifically:
American media and society: Students will understand the relationship between the
development of American media, freedom of expression, and American society.

Contributors to American media: Students will recognize the men and women who
contributed to the development of American mass media.
Diversity: Students will gain an understanding of gender and race in relation to both the
development and effect of mass media in American history. Students will examine racial
attitudes that led to the American Civil Rights movement, as well as recognize those
individuals who led the movement and those journalists who covered it.
Accreditation
The BYU School of Communications is accredited by ACEJMC, the Accrediting Council on
Education in Journalism and Mass Communication. As such, the faculty is committed to student
learning that achieves core professional values and competencies such as freedom of speech,
ethics, diversity, writing, research, critical thinking, and the application of tools and technologies
of the field. More information is available at http://cfac.byu.edu/comms/accreditation
Teaching Philosophy
The first thing I want you to know about me is that I am passionate about media history. This is
my research area and much of the material we will encounter in this class is either related to, or
a product of, my scholarly research. When I was sitting where you are I thought history was
boring. Part of that was the fault of my own biases, but part of it was my teachers were boring or
didn't know how to teach history. I've since discovered that history doesn't have to be boring. It
shouldn't be memorizing dates. In fact, history is exciting and can be addicting. History is
beautiful and it is undeniably useful. Part of the trick is to drop into the story; the more you read
and learn, the more you see the connections and the richer the story becomes. My job is to
pique your interest, to get you hooked on media history by introducing you to the people and
events. Your job is to keep an open mind, to be inquisitive, to keep up on the readings and
engage discussions in the classroom. Together, we'll create a class I hope you'll enjoy and
remember for years to come.
Participation
In order to promote deeper engagement with the assigned reading, our class will employ
structure reading groups. Each student is assigned to a reading group and comes to class by
reading the assignment due and preparing to fulfill a specific rolediscussion leader, passage
master, creative connector, devil's advocate, and reporter. Each class students will fulfill a
different role. Students will evaluate each others' participation, which will contribute to the
instructor's evaluation of student performance. Further details, including rubrics can be found in
the content area of Learning Suite.
Attendance
Attendance will not be taken, however each class session will have a graded learning activity.
Each class period will consist of discussion, short lectures, and viewings of documentary
excerpts. These activities cannot be made up in the case of absences.
Communicating with the instructor
Generally, I can answer your emails within 24 hours, although I typically do not on weekends or
after 5 on weekdays (it may take longer during September, when I am recovering from surgery).
If your message is urgent, please mark the subject line "urgent--Comms 301". Please be sure to
make friends with classmates and contact them first for information about what you may have
missed in class. I won't be able to summarize for you what you might have missed in a class.

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Study habits
This course requires a considerable amount of reading. Luckily, we are not reading textbooks,
nor memorizing material. The two books, along with a few online readings, are engaging,
accessible, anddare I say?enjoyable. Nevertheless, you will need to keep up on the reading
schedule.
Printed syllabus
Please keep in mind that the information provided on Learning Suite supersedes this initial
document. Changes may be made to the syllabus and schedule in order to improve the learning
environment. However, you will be informed of such changes in class. Learning Suites public
link for this course is: https://learningsuite.byu.edu/view/w2C73o8F0vT8.html
Assignments (note: these will be updated on Learning Suite following our first meeting)
Essay: Why history? Due September 6, 3:59 p.m. You will write a 250-word essay
that articulates why you are taking this class and whether or how history is useful.
Upload your assignment to Learning Suite prior to the September 6 classroom meeting.
Weekly structured reading & discussion groups: This weekly assignment pertains to
reading assignments for The Race Beat. Each student is assigned to a group of 5-6
students and each student signs up for one of five roles. Each student must take each of
the roles at least once in subsequent class meetings. It is anticipated that group
discussions will be of 20 to 30 minutes in duration. Each group member, with the
exception of the reporter, uploads their assignment to Learning Suite (the link marked
Reading (The Race Beat) and brings to class either a hard copy electronic version of
their assignment. The reporter will upload her assignment to Learning Suite prior to the
following weeks class (using the link labeled Peer Review). You should keep copies of
all your assignments until the end of the semester as they will be used to write your final
essay, which is assigned in lieu of a final exam. Grades are derived from a combination
of peer and instructor review of the quality of each students participation (see
associated rubric on Learning Suite). The roles are described as follows:
Discussion Leader. Your job is to develop at least three possible discussion
questions that you can discuss in groups to help everyone understand the main
points of the assigned reading. Dont worry about the small details. Your task is to
help people talk over the big ideas in the reading and to share reactions to the
text. Be prepared with your own brief answers to your questions. You will also be
responsible for facilitating the class discussion.
You will need to turn in at least three discussion questions with your own brief
answers. If there is more than one reading, you will need to include at least two
discussion questions per reading.
Passage Master. Your job is to locate a few special passages that are important
in the reading assignment. These may give key information, back up the
information given, or summarize the authors key points. They might also be
passages that strike your fancy for some reason, are particularly well written, or
might be controversial or contradictory with other passages or other information
learned in class. You will need to turn in at least two important passages per

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reading, including a summary of the passage in everyday terminology (in other

words, how you would explain the passage to your roommate), and an
explanation of why you think the passage is important.
Creative Connector. Your job is to help everyone make connections to other
important ideas, both to ideas from this class and also to other cultural, social,
political, and economic ideas. You may make connections to other reading
assignments, lectures, TV shows, movies, or other experiences. You will need to
turn in at least two connections, including a summary of the connections and
discussion questions to help others make the connections themselves.
Devils Advocate. Your job is to challenge the ideas in the article by developing
a list of critical, thoughtful questions and arguments that might be raised by critics
of the authors or by those with different points of view. You will need to turn in at
least two challenging questions or arguments, including a brief explanation of
why you are making this critique. You should have at least one challenging
question per reading.
Reporter. The reporter is the only role that will be prepared during and after
class. Your job is two-fold. First, during the discussion, you will take notes on the
discussion and will summarize its main points. Be certain to also participate in the
discussion! You are not tasked with acting as a scribe who tries to furiously write
down what everyone says. Rather, you will act as a meta-discussion observer,
looking for any areas of confusion or disagreement, which you can bring up for
discussion. Second, after the discussion you will need to write a brief summary of
the group discussion. Address such questions as: What did you discuss? What
did you agree/disagree on? What readings or ideas did the class find most
interesting or controversial? In general, how did the discussion go? Was it
beneficial? You will need to turn in your report of the group discussion (described
above). This will be due at the following class meeting.
Peer review of group members
Each student will assess all individual members of their structured reading group, based
on the level of their preparedness and quality of their contributions to the discussion. The
form with which these assessments are to be done can be downloaded from Learning
Suite. The form is a Word.docx document which is to be completed, then uploaded to
Learning Suite by clicking on the appropriate Peer evaluation link in the schedule.
These assessments are due as listed in the schedule, generally prior to the class
immediately following the discussion. The instructor will then grade the quality of each
students peer assessment, based on whether you are honestly and fully assessing your
peers contributions and preparedness. Simply agreeing to give each other full points will
result in a lower grade for this assignment, so please be sure to consult the online rubric
associated with the peer review assignment.
Book review: Review of a book you choose from a provided list (attached and found on
Learning Suite. A draft of this review is due on November 29 and the final version is due
the following week, December 6. We will discuss this assignment in class and you have
been provided with a series of book reviews to use as examples of the format and type
of review that is expected. You will fare better if you read these reviews.

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Oral history interview: You will interview an individual of your choosing (a family
member or other person who had mediated experiences with the events we are
discussing in class). The tentative due date for this project is November 15. You will
transcribe a portion of this interview.
Concluding essay: You will be asked to write a brief concluding essay to reflect on what
you have learned. This essay will be due at the conclusion of the course and will be in
lieu of a final exam.
Grading scale
Final grades will be calculated based on the following scale:

Class schedule
The following is a good faith attempt to plan our course of study this semester. It will be
changed, as needed, to improve the learning environment or accommodate unforeseen events.
Changes will be discussed in class and reflected on Learning Suite. Please check Learning
Suite at least weekly.
Date
Aug 30

Topic
Introduction
(online lecturedo not
come to class)

Readings due

Assignment due

N/A

N/A

Sept 6

Dr. Adams: Colonial

strategic
communication

Syllabus

Reaching assignment 1
Essay: Why history?

Sept 13

Dr. Adams: Slavery

and the colonial
America

TBA

Formation of discussion
group

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Sept 20

Sept 27

Dr. Adams: Church

and state tensions
Newspapers & Place
(online lecture
do not come to class)

TBA

TBA

Race Beat, chapters 1, 2

Newspaper Row to Times Square
(online)

TBA

Oct 4

KKK, Demagoguery &

McCarthyism

Race Beat, chapters 3 & 4

Oct 11

Oral history & book

reviewing

Race Beat, chapters 5, 6

Where are the women? (online)

Peer review 1

Oct 18

John Birch Society &

Citizens Councils

Race Beat, chapters 7, 8 , 9

Midterm feedback
(online)
Peer review 2

Oct 25

Emit Till

Race Beat, chapters 10, 11, 12

Peer review 3

Nov 1

Freedom Riders

Race Beat, chapters 13, 14, 15, 16

Peer review 4

Nov 8

Bombingham

Race Beat, chapters 17, 18, 19

1963 (online)

Peer review 5

Nov 15

JFK

Race Beat, chapters 20, 21

Nov 22

No class (Thanksgiving Break)

Nov 29

LBJ, VRA

Dec 6

Wrap-up

Book review
Student rating (extra credit)

Dec 15

Final

Final essay

Race Beat, chapters 22, 23

Peer review 6
Oral history transcript

Book review draft

Peer review 7

Book review options

Juan Gonzalez (2011), Harvest of Empire: A History of Latinos in

America Revised Edition

Simeon Booker (2013), Shocking the Conscience: A Reporter's Account

of the Civil Rights Movement

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Ethan Michaeli (2016), The Defender: How the Legendary Black

Newspaper Changed America

John Lewis (2015) Walking with the Wind: A Memoir of the Movement

Steven D. Classen (2004) Watching Jim Crow: The Struggles Over

Mississippi TV, 1955-1969

Juan Gonzalex and Joseph Torres (2012), News for All the People: The
Epic Story of Race and the American Media

Julian E. Zelizer (2015) The Fierce Urgency of Now: Lyndon Johnson,

Congress, and the Battle for The Great Society

M.J. OBrien (2013) We Shall Not Be Moved: The Jackson Woolworths

Sit-in and the Movement It Inspired

Anika Bodroghkyozy (2013), Equal Time: Television and the Civil Rights
Movement

Clay Risen (2015), The Bill of the Century: The Epic Batle for the Civil
Rights Act

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David Halberstam (1999), The Children

Paula J. Giddings (2009), IdaA Sward Among Lions: Ida B. Wells and
the Campaign Against Lynching

James McGrath Morris (2015), Eye on the Struggle: Ethel Payne, the
First Lady of the Black Press

Taylor Branch (1989) Parting the Waters: America in the King Years,
1954-63

University Policies
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all
of their academic work. Academic honesty means, most fundamentally, that any work you
present as your own must in fact be your own work and not that of another. Violations of this
principle may result in a failing grade in the course and additional disciplinary action by the
university. Students are also expected to adhere to the Dress and Grooming Standards.
Adherence demonstrates respect for yourself and others and ensures an effective learning and
working environment. It is the university's expectation, and every instructor's expectation in
class, that each student will abide by all Honor Code standards. Please call the Honor Code
Office at 422-2847 if you have questions about those standards.
Academic honesty
The first injunction of the Honor Code is the call to "be honest." Students come to the university
not only to improve their minds, gain knowledge, and develop skills that will assist them in their
life's work, but also to build character. "President David O. McKay taught that character is the
highest aim of education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU
Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally
honest in their dealings with others. They should complete their own work and be evaluated
based upon that work. They should avoid academic dishonesty and misconduct in all its forms,

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including but not limited to plagiarism, fabrication or falsification, cheating, and other academic
misconduct.
Plagiarism
Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of
academic integrity as well as the Honor Code. Such plagiarism may subject the student to
appropriate disciplinary action administered through the university Honor Code Office, in
addition to academic sanctions that may be applied by an instructor. Inadvertent plagiarism,
which may not be a violation of the Honor Code, is nevertheless a form of intellectual
carelessness that is unacceptable in the academic community. Plagiarism of any kind is
completely contrary to the established practices of higher education where all members of the
university are expected to acknowledge the original intellectual work of others that is included in
their own work. In some cases, plagiarism may also involve violations of copyright law.
Intentional Plagiarism-Intentional plagiarism is the deliberate act of representing the words,
ideas, or data of another as one's own without providing proper attribution to the author through
quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent plagiarism involves the
inappropriate, but non-deliberate, use of another's words, ideas, or data without proper
attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established
rules for documenting sources or from simply not being sufficiently careful in research and
writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic
misconduct for which an instructor can impose appropriate academic sanctions. Students who
are in doubt as to whether they are providing proper attribution have the responsibility to consult
with their instructor and obtain guidance. Examples of plagiarism include: Direct Plagiarism-The
verbatim copying of an original source without acknowledging the source. Paraphrased
Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader
might mistake for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data
from an original source and blending this original material with one's own without acknowledging
the source. Insufficient Acknowledgement-The partial or incomplete attribution of words, ideas,
or data from an original source. Plagiarism may occur with respect to unpublished as well as
published material. Copying another student's work and submitting it as one's own individual
work without proper attribution is a serious form of plagiarism.
Respectful environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst
insulting in their comments to and about others... We hear derogatory and sometimes even
defamatory comments about those with different political, athletic, or ethnic views or
experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to
monitor carefully and, if necessary, correct any such that might occur here, however inadvertent
or unintentional. "I worry particularly about demeaning comments made about the career or
major choices of women or men either directly or about members of the BYU community
generally. We must remember that personal agency is a fundamental principle and that none of
us has the right or option to criticize the lawful choices of another." President Cecil O.
Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports
that our female faculty feel disrespected, especially by students, for choosing to work at BYU,
even though each one has been approved by the BYU Board of Trustees. Brothers and sisters,
these things ought not to be. Not here. Not at a university that shares a constitution with the
School of the Prophets." Vice President John S. Tanner, Annual University Conference, August
24, 2010

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Deliberation guidelines
To facilitate productive and open discussions about sensitive topics about which there are
differing opinions, members of the BYU community should: (1) Remember that we are each
responsible for enabling a productive, respectful dialogue. (2)To enable time for everyone to
speak, strive to be concise with your thoughts. (3) Respect all speakers by listening actively. (4)
Treat others with the respect that you would like them to treat you with, regardless of your
differences. (5) Do not interrupt others. (6) Always try to understand what is being said before
you respond. (7) Ask for clarification instead of making assumptions. (8) When countering an
idea, or making one initially, demonstrate that you are listening to what is being said by others.
Try to validate other positions as you assert your own, which aids in dialogue, versus attack. (9)
Under no circumstances should an argument continue out of the classroom when someone
does not want it to. Extending these conversations beyond class can be productive, but we must
agree to do so respectfully, ethically, and with attention to individuals' requests for confidentiality
and discretion. (10) Remember that exposing yourself to different perspectives helps you to
evaluate your own beliefs more clearly and learn new information. (11) Remember that just
because you do not agree with a person's statements, it does not mean that you cannot get
along with that person. (12) Speak with your professor privately if you feel that the classroom
environment has become hostile, biased, or intimidating. Adapted from the Deliberation
Guidelines published by The Center for Democratic Deliberation. (http://cdd.la.psu.edu/
education/The%20CDD%20Deliberation%20Guidelines.pdf/view?searchterm=deliberation
%20guidelines)
Diversity
The Brigham Young University School of Communications embraces its responsibility to create
and maintain an environment of inclusiveness that engenders appreciation for diversity and
unity. In addition to the promotion of academic excellence and life-long learning, BYUs mission
is to pursue the full realization of human potential (See The Mission of Brigham Young
University). Our belief that human potential is of divine origin motivates us to respect all people
and to value the rich diversity of the human family (See Romans 8:16). We believe diversity
strengthens our academic community and enriches the educational experience for all our
students. We seek a learning environment that reflects the diverse nature of our sponsoring
institution, the Church of Jesus Christ of Latter-day Saints. As we do so, we recognize that
despite our differences in cultures, ethnicities, languages, or social or economic backgrounds,
what unites us is far more than what differentiates us (See Dallin H. Oaks, Weightier Matters,
Ensign, Jan. 2001). Thus, recognizing that diversity and unity can be mutually reinforcing, we
seek a community, brought about not through similar attributes or backgrounds, but rather
through mutual respect and charity towards all, so that we are no more strangers and
foreigners, but fellow citizens with the saints, and of the household of God" (Ephesians 2:19).
While we will not support practices contrary to doctrines of the LDS Church or policies of BYU,
we categorically oppose prejudice and reject behavior that excludes, marginalizes or is derisive
of others and we unreservedly affirm principles of justice, inclusion and equity. Faculty, staff, and
students have a shared responsibility to promote a positive environment that is welcoming of all
peoples.
Sexual misconduct
As required by Title IX of the Education Amendments of 1972, the university prohibits sex
discrimination against any participant in its education programs or activities. Title IX also
prohibits sexual harassment-including sexual violence-committed by or against students,
university employees, and visitors to campus. As outlined in university policy, sexual

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harassment, dating violence, domestic violence, sexual assault, and stalking are considered
forms of "Sexual Misconduct" prohibited by the university.

University policy requires any university employee in a teaching, managerial, or supervisory role
to report incidents of sexual misconduct that come to their attention through various forms
including face-to-face conversation, a written class assignment or paper, class discussion,
email, text, or social media post. If you encounter sexual misconduct, please contact the Title IX
Coordinator at t9coordinator@byu.edu or 801-422-2130 or Ethics Point at https://titleix.byu.edu/
report-concern or 1-888-238-1062 (24-hours). Additional information about Title IX and
resources available to you can be found at http://titleix.byu.edu.
Student disability
Brigham Young University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any disability which
may impair your ability to complete this course successfully, please contact the University
Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations
are reviewed for all students who have qualified, documented disabilities. The UAC can also
assess students for learning, attention, and emotional concerns. Services are coordinated with
the student and instructor by the UAC. If you need assistance or if you feel you have been
unlawfully discriminated against on the basis of disability, you may seek resolution through
established grievance policy and procedures by contacting the Equal Employment Office at
422-5895, D-285 ASB.
Mental health concerns
Mental health concerns and stressful life events can affect students academic performance and
quality of life. BYU Counseling and Psychological Services (CAPS, 1500 WSC, 801-422-3035,
caps.byu.edu) provides individual, couples, and group counseling, as well as stress
management services. These services are confidential and are provided by the university at no
cost for full-time students. For general information please visit https://caps.byu.edu; for more
immediate concerns please visit http://help.byu.edu.
Recording lectures
Students may not record and transmit lectures and classroom discussions without prior
permission from the class instructor. Any approved audio recordings are only for the purpose of
individual student study or group study with other students enrolled in the same class and may
not be transmitted or reproduced. Video recordings of the instructor, guest speakers, or students
may only be made with prior written approval of those recorded. Permission to allow the
recording is not a transfer of any copyrights in the recording and the recording may not be
reproduced or uploaded to publicly accessible web environments. Recordings, course materials,
and lecture notes may not be exchanged or distributed for commercial purposes, for
compensation, or for any other purpose than study by students enrolled in the class.
Inappropriate use of course materials
All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint
presentations, lectures, audio and video recordings, etc.) are proprietary. Students are
prohibited from posting or selling any such course materials without the express written
permission of the professor teaching this course. To do so is a violation of the Brigham Young
University Honor Code.

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Final exams
Final examinations will be given at the times shown in the schedule below. Examinations are not
given early. The examination period is preceded by exam preparation days, which give time for
conscientious review, study, and synthesis of the semester's work. The preparation and the
examination periods are firmly scheduled parts of the semester; you must not make plans that
interfere with these important academic activities. If illness or other uncontrollable
circumstances prevent you from taking an examination at the scheduled time, you are
responsible to inform the class instructor as soon as possible. Your instructor may give the
grade Incomplete (https://saas.byu.edu/registrar/records/incompletes.php), depending on the
circumstances. The incomplete cannot be given unless you and your instructor together prepare
a contractual agreement.
Devotional attendance
Brigham Young University's devotional and forum assemblies are an important part of your BYU
experience. President Cecil O. Samuelson said, "We have special and enlightening series of
devotional and forum assemblies...that will complement, supplement, and enrich what will also
be a very productive period in your classrooms, laboratories, and libraries. We look forward to
being with you each Tuesday...and hope that you will regularly attend and bring your friends and
associates with you...A large part of what constitutes the unique 'BYU experience' is found in
these gatherings where the Spirit has been invited and where we have the opportunity to
discuss and consider things of ultimate worth and importance that are not afforded to the
academic community on almost any other campus" (from the address "The Legacy of Learning",
30 August, 2005). Your attendance at each forum and devotional is strongly encouraged.
About your instructor
Dr. Cressman was born and raised in Saskatoon, Saskatchewan, Canada. He first came to BYU
as a student athlete and studied print and broadcast journalism. He has worked as a television
news producer, an executive producer, managing editor, news director and network lineup
editor. An Emmy Award winning documentary producer, he was a chief liaison officer for the
Host Broadcaster during the 2002 Salt Lake Winter Olympic Games and in 2008, he produced
BYUtvs worldwide coverage of President Hinkleys funeral.
Dr. Cressman served as Associate Chair of the BYU Communications Department from 2010 to
2015; he was named Associate Director when the department became the School of
Communications in 2015. He returned to full-time teaching and researching at the conclusion of
the 2015 academic year. His academic field is media history. He has served on editorial boards
for three academic journals and has published articles in the Journal of Broadcasting and
Electronic Media, Journalism History, and American Journalism. In 2009, his research on the
history of Times Square was reviewed in the Columbia Journalism Review. He currently serves
as historian for the American Journalism Historians Association.
Before joining the BYU faculty in 1993, he was an assistant professor and television news
director at Lyndon State College in Vermont. He was an assistant teaching professor at BYU
and news director of KBYU-TV and KBYU-FM between 1993 and 1996. He earned a Ph.D. at
the University of Utah in 2003. Before returning to BYU in 2000, he taught at Utah State
University for three years. He is married to Rebecca Cressman, a Salt Lake City broadcaster.
They have three adult sons, an adult Goldendoodle and a Labradoodle puppy.

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