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Course schedule
(subject to change, so don't print out once and treat as gospel; refer back regularly)

Class session
Topics
Texts, Readings, Resources

Week 1: Jan. 9-13

Course introduction

The SuperBowl as Mythic Spectacle | College football & religion

Artifacts: LSU promotional video | UGA promotional video | Clemson's new $55M football complex | Top programs running HUGE deficits (whole series here)

For Friday: Ch. 1; Real reading

For Wednesday: NYTimes series on ESPN & football (3 articles: one | two | three)

Week 2: Jan. 16-20

ESPN-college football symbiosis

Community and Careers

Where to spend all that Div I cash? Putt Putt and laser tag | Support staff | Videoboards and stadia | Million dollar assistant coaches | Super Bowl Activity Pack for Women

No class Monday: Martin Luther King, Jr. Day

Due Wednesday: takeaways/residual questions for the three NYTimes articles on ESPN-Louisville (here's a model for how to do this well)

For Friday: Ch. 2; Belzer reading

Week 3: Jan. 23-27

Sports media, sports media as innovators

Friday: Is college football exploitation? A form of slavery? | John Oliver's take | Football majors? | | A degree in athletics?

Artifacts: Jerry Rice for Mercedes (the second ad) | Pepsi's crop circles | Advertising for SB 50 | Apple ad '1984' for SuperBowl that year | Steve Jobs introducing the Macintosh

For Monday: O'Barr reading (quiz probable)

DUE Monday: Comment to BC's blog post on sports and identity (Ch. 1)

For Wednesday: textbook, ch. 3; Plato's Living In a Cave

Surf The Sports Business Daily

Week 4: Jan. 30-Feb. 3

Fans

Catching up with the textbook

Artifacts: Empathic capacity | The Players' Tribune, Derek Jeter, founding publisher | Problems with Nielsen ratings & Netflix | Recording of first Super Bowl | ECT: NFL's existential threat | PBS Frontline's League of Denial | Simulation of effects of a big hit

For funsies: Puppy Bowl update | footage of the 1951 Princeton football team

Read for Monday: Ch. 4; LeBon reading; Sanderson reading

Takeaways/questions due Wednesday for either LeBon OR Sanderson (pick one)

Read for Friday: Manjoo (very short)

Due by classtime Friday: Comment to BC's blog post on football/basketball college "majors"

Week 5: Feb. 6-10

Mythology and Ritual, Butterworth & Ch. 5

"Life is a Ball Game" Sister Wynona Carr | How Nike lost Steph Curry

For funsies: Zeus and his many 'gods'

Read for Monday: Butterworth reading

Read for Wednesday: Chapter 5

First writing response due Wednesday (Feb. 8) at the beginning of class (no emailed submissions). Instructions here.

Week 6: Feb. 13-17

Mythology and Ritual

Wednesday: No class, BC at Westminster College

"Do it for Cleveland"
"Pressure"
"The Book of Dimes"
"Witness" 1 | "Witness" 2
"Rise"
"The LeBrons" series: pool | 2-on-2
MVPuppets

"It's Gotta Be the Shoes" with Mars Blackmon (1991)

For funsies: SI's 'plus-size' model? Really? | Baseball as a Road to God | Jeter's last game | Jeter's walk to the ballpark | SportsCenter in a better world (Key & Peele)

Read for Monday: Mocarski reading on LeBron

Due Friday: takeaways/questions for Mocarski reading

Week 7: Feb. 20-24

Finish Mocarski | Key & Peele on race stereotypes | Race as spectrum

Friday: Gender, sports and media

Being a female sports journalists and dealing with hate | Heroes for girls

Womens Sports Foundation | Utah gymnastics and sellout crowds | Backyard Brawls | Women's pro hockey league coverage (NYT)

Due Wednesday: Writing response #2

Due Friday: takeaways/questions for Feder reading

Week 8: Feb. 27-March 3

Race & Ethnicity

Wednesday: Read Blackistone, Chapter 7

>>TIDES Race and Gender Report Cards

Due Monday: takeaways/questions for Bridgeman reading

Due Friday: takeaways/questions for either Blackistone or Butterworth

Week 9: March 6-10

Sports & Public Relations:
From Jackie Robinson to Maria Sharapova

Hazards of being a female sports reporter: Erin Andrews | A1 story in last week's Times

Crisis Communication & Apologia
>Maria Sharapova after drug test
>Tiger Woods after his accident
>Ray Rice apology
>Roger Goodell sort of apology
>A Rod in ESPN The Magazine (no quotes)
>The actual piece

For funsies: Squamish | Alex Morgan in the Times

SPRING BREAK: March 11-19 >> woohoo!!

Due Monday: Writing response #3

AND a blog post comment to WanderingRocks

Due Wednesday: Takeaways/questions for Carroll; read Erin Andrews coverage and Sharapova apology story (at left)

For Friday: Textbook, Ch. 13

Week 10: March 20-24

Public memory and memorialization, nationalism

John Oliver on stadia (from Michael)

"Does Football Have a Future?" from the New Yorker magazine

No class Friday: Good Friday

Read for Monday: Butterworth #4, on memorialization

Read for Wednesday: Taha

Week 11: March 27-31

Monday: Exam on textbook, chapters 1-7, 13

Sports & Identity, Sports & 'Ableism'
Murderball | The documentary

For funsies: Another reason the NCAA is evil | U.S. spending on defense | MLB players underpaid?!? | First female editor of a national sports publication (see what she says about "heroes") | Muscular femininity (from Jenn) | The growth of UFC | UPDATE: NFL and CTE

For Wednesday: Murderball reading, textbook, ch. 9, focusing on disability/ableism

Week 12: April 3-7

Business of sports

Case study: Rome Braves

For funsies: Alex Morgan in a new Nike ad

For Wednesday: Ch. 14; Jenkem reading

Due Wednesday: Takeaways/questions for Jenkem reading

Week 13: April 10-14

Business models

  • NFL
  • Nascar
  • Skateboarding
  • NBA

E-sports, Fantasy Sports, Gaming & Gambling (the commodification of the sports fan and, especially of the uber sports fan)

Fantasy Sports Trade Assn. | Who's involved?

No class Friday: Good Friday

Monday: Read Ch. 15; Wingfield reading on "e-sports"

Wednesday: Read Billings & Ruihley

Due Wednesday: Takeaways/questions for Billings & Ruihley reading

Friday: Andrews reading on NBA

Due Friday: Takeaways/questions for Andrews reading (LAST ONE!!)

Week 14: April 17-21

Monday: Sports as 'Spectacle' -- mediasport "basking in the glow of its own awesomeness"

Monday: Ch. 16, APSE reading on jobs in sports journalism

Week 15: April 24

Last day: Workshopping our final projects  

>

>Final exam: take-home due TBA (printed out, stapled, with honor pledge, submitted to either Dr. Carroll's mail slot or under his door)

Commencement: May 6

pepp patty

keep your eyes on the prize!

Some digital sources:

 

Course Description: An introduction to and overview of the sports communication field, including media organizations, marketing and advertising firms, and team and leagues. Topics covered include sports journalism; digital media, including social media; broadcast and publishing; team and league media relations; college sports information; and marketing, promotions and advertising.

Course Purpose & Objectives: By the end of this course, my goal is for students to --  

  • Understand the evolution and development of sports as an industry
  • Become aware of the various careers in sports communication
  • Understand the history and development of sports journalism
  • Appreciate the ethical issues specific to sports that face the communicator and/or journalist covering sports
  • Understand the agency of U.S. media with regards to race and gender
  • Better understand crisis management specific to sports industries

What you will need (required):

  • Billings, Andrew C., Butterworth, Michael L., and Turman, Paul D., Communication and Sport: Surveying the Field, 2d edition (London: Sage, 2014).

What you may want (recommended but not required):

  • A subscription to Sports Illustrated
  • Daily access to ESPN’s SportsCenter
  • Roger Caillois, Man, Play, Games
  • Eduardo Galeano, Soccer in Sun and Shadow
  • Allen Guttman, From Ritual to Record: The Nature of Modern Sports
  • Gustave LeBon, The Crowd 
  • Orin Starn, The Passion of Tiger Woods

Stuff you need to know:

Professor: Dr. Brian Carroll
Office: Laughlin Hall 100
Office phone: 368.6944
E-mail: bc@berry.edu
Home page: www.cubanxgiants.com
Blog: Wandering Rocks


Office hours: MWF: 2-4pm; T: 1-5pm | by appointment | walk-ins are welcome

Policies

  • Attendance: Attendance is a part of your grade. Be here every day on time, just as you would for a job, surgery or even a haircut. Everyone gets one unexcused absence or late arrival, maybe two, with no questions asked. Stuff happens. After that, unexcused and/or unexplained absences (and/or lateness) will result in point deductions from the "professionalism and participation" portion of your grade -- one point for each unexcused absence and/or late arrival. What is excused is at the instructor's discretion, so you are best served by discussing situations and extraordinary circumstances prior to class whenever possible.
  • Distractions: This instructor is easily distracted. Ringing, buzzing or vibrating mobiles, therefore, will be lobbed out of the classroom window and/or run over with a truck. Chatter during lecture will result in "professionalism and participation" point deductions, as will Facebooking, texting or any other use of unauthorized devices during lecture or topic presentations, particularly after a warning has been issued. Do homework for other classes somewhere else. Leave your laptop at home. If you have to arrive late or leave early, clear it with the instructor beforehand whenever possible.
  • Preparation: Complete the assignments, do the readings and be ready to tackle the activities of the day. Be ready to discuss, even to debate.
  • Academic integrity: Because academic integrity is the foundation of college life at Berry, academic dishonesty will result in automatic failure on the assignment in question. Academic dishonesty includes, but is not limited to, the following: cheating, unauthorized collaboration, plagiarism, fabrication, submitting the same work in multiple courses, and aiding and abetting. For definitions of these terms, please consult the instructor. Additionally, violators will be reported in writing to the Provost. Students who are sanctioned for violating the academic integrity policy forfeit the right to withdraw from the class with a grade of “W.”

How you will be graded:

Dailies & blog posts 15%
Exam or project I 25%
Exam or project II 25%
Exam or project III 25%
Professionalism and participation 10%
Total   
100%

For daily projects and blog posts, grades of check plus, check, check minus, and zero will be awarded. Roughly translated, check plusses = As; checks = Bs; and check minuses = Cs. The wide variability of subjectivity of these daily assignments, such as “bring in three examples of metonymic symbolism,” preclude a more precise grading scheme. The check system also facilitates a faster turnaround time.

To compute your final grade, add up your point totals, apply the appropriate percentages, then refer to the grading system summarized here:

A
93-100
A-
90-92
B+
88-89
B
83-87
B-
80-82
C+
78-79
C
73-77
C-
70-72
D+
68-69
D
60-67
F
59 and below

Definitions of the grades can be found in the Berry College Bulletin. “A” students will demonstrate an outstanding mastery of course material and will perform far above that required for credit in the course and far above that usually seen in the course. The “A” grade should be awarded sparingly and should identify student performance that is relatively unusual in the course.

Berry Viking code
Academic dishonesty in any form is unacceptable because any breach in academic integrity, however small, strikes destructively at the college’s life and work. The code is not just policy, it is foundational to the academic environment we enjoy and in which scholarship thrives. It is in force in this classroom.

For the complete Viking Code, please consult the student handbook. In short, each student is “expected to recognize constituted authority, to abide by the ordinary rules of good conduct, to be truthful, to respect the rights of others.” The College’s mission, in part, commits to a community of integrity and justice. During an era when ethics are sometimes suspect, there seems no higher goal toward which students ought to strive than that of personal honor.

Students with special needs
If you have special needs of any kind, including learning disabilities, please let me know. Come discuss it with me. I want to make sure on the front end that we prevent any problems associated with the course. The Academic Support Center suggests the following: “Students with disabilities who believe that they may need accommodation in this course are encouraged to contact the Academic Support Center in Memorial Library as soon as possible to ensure that such accommodations are implemented in a timely fashion.”

Finally, I believe we are here for a good time, not a long time, so let’s have some fun!

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