MASS COMMUNICATION & BEHAVIOR

(PSY 3351)
FALL 2009
WEDNESDAYS 5:30 – 8:15PM
CR1.202

INSTRUCTOR: Salena Brody, Ph.D. EMAIL: Salena.brody@utdallas.edu

OFFICE HOURS: Please email to arrange an appointment.

REQUIRED READINGS:

(1) Alexander, A., & Hanson, J. (2009). Taking sides: Clashing views in mass media and society (10th ed.). New
York: McGraw-Hill.

ISBN #: 978-0-07-351524-3

(2) Cialdini, R.B. (2007). Influence: The psychology of persuasion (Revised ed.). New York, New York: HarperCollins.

ISBN #: 978-0-06-124189-5

Course description and learning objectives:

Examines the role mass communication plays in creating, maintaining, and changing human behavior.
Topics include the psychological process through which media affect social, religious, political and
consumer behavior.

3.1 Use critical thinking to evaluate popular media and scholarly literature.
3.3 Use creative thinking to address psychology-related issues.
4.1 Demonstrate effective writing skills in various formats (e.g., summaries, integrations, critiques, technical
reports) and for various purposes (e.g., informing, teaching, explaining, defending, persuading, arguing).
4.2 Demonstrate effective oral communication skills in various context (e.g., group discussion, debate, lecture)
and for various purposes (e.g., informing, teaching, explaining, defending, persuading, arguing).
4.3 Demonstrate basic computer skills, proper etiquette, and security safeguards.
5.1 Apply psychological concepts, theories, and research findings to issues in everyday life.
5.3 Demonstrate how psychological principles can explain social issues and inform public policy.

Evaluation criteria:

“Influence” project 10%

10 online discussions responses 50%
3 in-class writing assignments 30%
Media Literacy Presentation 10%

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Participation in this class will enrich your educational experience. This class involves collaborative work, participating in
interactive exercises, in-class essays, making presentations, being an active listener, and contributing to class discussions.
During classroom discussion, a positive attitude is expected and disrespect directed at any classmate will not be tolerated.

The INFLUENCE project applies concepts from the psychology of persuasion to real life. For this project, you will first read
Influence: The Psychology of Persuasion. You will then analyze (1) the infomercial of your choosing and (2) you will go
“undercover” as a potential customer in a retail setting to analyze the psychology of persuasion in action. For the
assignment, you will apply concepts in Cialdini’s text to these experiences to demonstrate that YOU are now a persuasion
expert. More details in class.

The 10 online discussions require you to think critically about course material and thoughtfully respond to a discussion
prompt. The prompt for each week will tie directly to course readings for the following class to prepare you for in-class
discussions on the topic. You can find discussion expectations and an explanation of discussion grading on eLearning.
Keep in mind that discussions close on Tuesday nights @ 11:55pm (the night BEFORE class!).

The in-class essays will give you an opportunity to make connections between course readings, videos, exercises, and
discussions. You may use your texts and notes during in-class writings. You will need to bring a blue book for each in-
class writing (3 total). IN-CLASS WRITINGS WILL BE ADMINISTERED AT THE BEGINNING OF CLASS. No make-ups
if you show up late to class.

Media Literacy Presentations: On scheduled presentation days, our class discussion will center on media literacy themes.
We will hear from single presenters (or pairs if you choose) who have each prepared a short, engaging mini-lecture
examining how a particular issue is being covered across various media. You will sign up for your presentation slot and
topic at the beginning of the semester. Your 15-minute presentation should examine how different sources present,
package, and frame information on the issue WITH EXAMPLES FROM AT LEAST 3 MEDIA SOURCES (e.g.
HuffingtonPost.com vs. Fox News vs. NPR). You may choose your three media outlets but they should be from different
media modalities (web vs. TV vs. radio, for example)—at least one of these sources should be one you consume regularly
for information. You should make an effort to choose other sources that you do not regularly consume and maybe even
avoid (For example, if you hate Fox News, then choose it! Or, if think NPR has a “liberal bias,” then choose it! You get the
idea, expand your media horizons).

Questions to address in the presentation:

(1) In what ways does each media source reflect bias?
(2) Taken together, what point(s) of view are NOT represented in ANY of the sources?
(3) PICK ONE SOURCEIf this was the only source of information, what kinds of conclusions would an alien from
another planet come to after consuming the source?
(4) How did the choice of mode affect the quality of information?
(5) How has your point of view been affected by critically considering each of these sources.

Remember, you are not trying to persuade the audience to agree with YOU, this presentation is to assess your media
literacy skills in critically analyzing how the content and quality of information we consume varies across media sources
and modalities.
TOPICS:
Health care reform: The public option Preventing teen pregnancy
How is President Obama doing? Genetically modified food
Supreme court Justice Sotomayor Politician sex scandal (you choose)
Should guns be allowed in the classroom? Humanitarian aid abroad
Gay marriage Unions
Military involvement in Iraq and Afghanistan Immigration
How is the economy doing? Henry Louis Gates’ encounter with the police
The stimulus package Tax changes with Obama administration
No Child Left Behind Act Welfare
The Patriot Act National Endowment for the Arts
How was George Bush as a President? National Rifle Association
Sarah Palin Oil Drilling
Climate change OR SUBMIT TOPIC FOR APPROVAL
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Policy on missing presentations or in-class writing:

There will be NO alternative dates for presentations or in-class writing. If you miss one of these due to an excused
absence, an alternative evaluation procedure may be established. This will require proper documentation and must be
negotiated with the instructor. If proper documentation is not provided regarding the missed class, a grade of zero will be
assigned.

The highest grade possible for turning in the Influence Project at the next class period will be a C (75). Assignments turned in
after this point will be deducted an additional letter grade for each late day. In extenuating circumstances, such as a death in the
family or a traumatic life event, extensions will be granted, but ONLY if arranged in advance.

“My printer broke at the last minute” is never a valid excuse for why an assignment is late. PLAN AHEAD and have your
assignment done early enough so you have time to handle technical problems.

Late submissions for the online discussions WILL NOT be accepted.

Policy on tardiness: Coming to class on time is expected and required. Coming to class late distracts other students from
learning and is a sign of disrespect to your professor and your peers. Arriving late sends a signal that YOUR time is more
valuable than others’ time. Assignments are always due at the BEGINNING of class, so showing up late on project due dates
will also mean that your assignment is late and points will be deducted.

Policy on cell phones, text messaging & wireless computing: Class time is for learning. Barring an emergency, using cell
phones for any reason (talking or text messaging) during class time is inappropriate. Cell phones should be turned off or turned
to silent mode during class. If a student uses a cell phone during class, the professor may ask the student to turn over the
phone for the remainder or class time or leave. Please do not use computers to take notes—topics discussed in this class are
often sensitive and the use of computers can be distracting.

Policy on academic honesty: No form of academic dishonesty will be tolerated. This includes cheating on exams, plagiarizing
scholarly works, and copying text from internet sources without proper documentation of the author. The consequences of
academic dishonestly can be severe, ranging from failing the class to being on academic probation. NO EXCUSES! Methods of
properly documenting sources will be covered in class. If you are unclear about the line between paraphrasing other’s work and
plagiarism, please see the professor for clarification. Please see official policy and examples of plagiarism at:
http://www.utdallas.edu/student/slife/scholastic.html

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 PROPOSED SCHEDULE AND READINGS:

DATE TOPIC READINGS ASSIGNMENTS

8/26 Introduction 1. Log into eLearning (formerly WebCT)

WEEK1 The power of influence 2. READ Influence
No Logo

9/2 The Psychology of Influence 1. Work on Influence Project

WEEK2 Persuasion (Cialdini) 2. Respond to DISC #1 prompt by 9/8, 11:55pm

9/9 Are American Values Shaped TS: Issue 1 1. Work on Influence Project due in class 9/16
WEEK3 by the Mass Media? 2. No discussion due 9/15
9/16 Is Television Harmful for TS: Issue 2 **INFLUENCE PROJECT DUE BEGINNING OF
WEEK4 Children? CLASS 9/16

1. Respond to DISC #2 prompt by 9/22, 11:55pm

9/23 Are Representations of TS: Issue 3 1. Prepare for in-class writing assignment
WEEK5 African-American Women in 2. No discussion due 9/29
Media Accurate?
9/30 In-class writing #1 1. Respond to DISC #3 prompt by 10/6, 11:55pm
WEEK6
Presentations

10/7 Do Video Games Encourage TS: Issue 4 1. Respond to DISC #4 prompt by 10/13, 11:55pm
WEEK7 Violent Behavior?

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10/14 Is Advertising Good for TS: Issue 6 1. Respond to DISC #5 prompt by 10/22, 11:55pm
WEEK8 Society?

10/21 Are Political/Military TS: Issue 7 1. Prepare for in-class writing

WEEK9 Leaders to Blame for
Misinformation in Time of
War?

10/28 In-class writing #2 1. Respond to DISC #6 prompt by 11/3, 11:55pm

WEEK10 Presentations

11/4 Is Fake News Journalism? TS: Issue 9 1. Respond to DISC #7 prompt by 11/10, 11:55pm
WEEK11

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11/11 Is the Use of Video News TS: Issue 1. Respond to DISC #8 prompt by 11/17, 11:55pm
WEEK12 Releases Bad Journalism? 13

11/18 Can the Independent TS: Issue 1. Respond to DISC #9 prompt by 11/24, 11:55pm
WEEK13 Musical Artist Thrive in 14
Today’s Music Business?

11/25 Will Print Newspapers TS: Issue 1. Respond to DISC #10 prompt by 12/1, 11:55pm
WEEK14 Survive in the Current 17
Business Environment?

12/2 Are People Better Informed TS: Issue

WEEK15 in the Information Age? 19

12/16 In-class writing #3

WEEK16 Presentations

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plagiarism (see general catalog for details). This course will use the resources of the case of dog guides) for students who are blind. Occasionally an assignment
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