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Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
COMM 409: News Media Ethics
COMM 409 News Media Ethics (3 credits): Ethics is about doing the right thing—which, in the news business, is rarely as easy as it sounds. Is it ever OK for reporters and photographers to intrude on grieving families? Is it ever OK to lie to get information? Are the sex lives of politicians and celebrities our business? COMM 409 will give students a fuller understanding of how journalists do their jobs and how they should make ethically sound decisions. This class is more about learning to ask the right questions than learning the right answers. We'll rely on recent news coverage to get us in the habit of working through the moral dilemmas that reporters routinely confront.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
Some might be tempted to define ethics simply as “doing the right thing.” If so, why do we need a course called “News Media Ethics”? Can’t we just apply the lessons imparted from childhood and “do the right thing” when pursing a news story?
In the news business—and we need to keep in mind it is a “business”—rarely is the course of action when presented with an ethical dilemma so simple. Plunging into the “gray areas” of journalism can be challenging and stimulating.
This course is more about learning to ask the right questions than memorizing the “right” answers. We’ll try to develop a system of critical thinking that seeks to achieve the at-times contradictory goal of "maximizing truth-telling while minimizing harm."
We’ll learn by coming to appreciate the role of journalism, studying case histories, interacting with our peers and then applying all of those concepts to help resolve ethical dilemmas faced by today’s journalists. For those planning to become journalists, this course should help you develop an ethical framework when you enter the field. For others, this course should help you become smarter consumers of the news, holding journalists accountable for providing the sound, ethical information you need to make decisions about important topics.
Course Objectives
This course will help you to do the following:
- Develop an understanding of the philosophical underpinning of ethics and the core principles of journalism in an evolving media landscape.
- Develop an appreciation of the importance of ethical journalism in meeting the informational needs of the public and upholding First Amendment principles.
- Learn to recognize ethical issues as they arise in the pursuit of a news story and develop a framework for analyzing and resolving these issues.
- Gain an understanding of the relationship between journalism ethics and the need for diversity in an increasingly global society.
- Develop a framework for "doing ethical journalism" that goes beyond gut-level, emotional reactions to situations.
- Recognize a journalist's obligation to "serve the public interest" by holding the powerful accountable and providing the information necessary for citizens in a democracy to make sound decisions about important issues.
- Anticipate the types of stories that create ethical dilemmas and appreciate the nuances that make each one distinct.
- Understand the issues that must be addressed in resolving ethical dilemmas and apply sound reasoning to individual cases.
- Appreciate the different perspectives of those who gather information (individual reporters), those who decide how that information will be presented (editors and media organizations), those who seek to influence the presentation of that information (elected officials, public relations officers, and other public figures), and those who are affected by that information (the subjects of stories or the public in general). We'll call all these people "stakeholders" in the story.
- Realize the decisions made by you as an individual journalist can have a profound—and sometimes painful—effect on real people.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Packback Questions
Participation is a requirement for this course, and the Packback Questions platform will be used for online discussion about class topics. Packback Questions is an online community where you can be fearlessly curious and ask open-ended questions to build on top of what we are covering in class and relate topics to real-world applications.
Packback Deep Dives
Packback Deep Dives will be used to assess independent research skills and improve academic communication through long-form writing assignments such as essays, papers, and case studies. While completing the summative writing prompts on Deep Dives, you will interact with a Research Assistant that will help you gather your notes and cite your sources, and Digital Writing Assistant for in-the-moment feedback and guidance on your writing.
How to Register on Packback:
Note: Only access Packback through Canvas in order to ensure your grades sync properly.
- Click the Packback assignment link within Canvas to access the community.
- Follow the instructions on your screen to finish your registration.
- In order for your grade to be visible in Canvas, make sure to only access Packback via Canvas.
Packback Pricing:
Packback requires a $39 paid subscription. If financial assistance is needed please reach out to Packback: help@packback.co.
How to Get Help from the Packback Team:
If you have any questions or concerns about Packback throughout the semester, please read their FAQ at help.packback.co. If you need more help, contact their customer support team directly at help@packback.co.
For a brief introduction to Packback Questions and why we are using it in class, watch this video: How Do Students Use Packback?
Complimentary New York Times Subscription
All Penn State students now have access to a free digital subscription to the The New York Times. To activate this subscription, go to the Penn State Student Affairs Student News Readership Program page, select The New York Times, and follow the instructions to subscribe.
Additional Resources
- The Poynter Institute website
As well, please download and print a copy of the codes from the following journalism organizations.
- The Society of Professional Journalists Code of Ethics. You should download and print a copy of the SPJ Code and keep it as a reference point. You should also explore some of the additional journalism ethics-related material available on the organization’s site.
- The Radio, Television, Digital News Association Code of Ethics. You should download and print a copy of the RTDNA Code and keep it as a reference point.
- The National Press Photographers Association Code of Ethics. You should download and print a copy of the NPPA Code and keep it as a reference point.
- The Online News Association Social Newsgathering Ethics Code. You should download and print a copy of the ONA Code and keep it as a reference point.
- The Associated Press News Values & Principles. You should download and print a copy of the ONA Code and keep it as a reference point.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
This course is comprised of 13 self-contained units, each designed to be completed in a week. The weekly units will involve reading from the text, course notes, and at least one graded activity.
Quizzes
There are two quizzes per week starting in week 2 in COMM 409, each worth 10 points. In week one, there is one quiz that is all short answer worth 20 points.
The first quiz will be all multiple choice, true/false, and/or matching questions to test your knowledge from the readings. For these quizzes, you will have two attempts each week to take it and Canvas will accept the higher of the two scores. There is no time limit and these are open-book, open-notes.
The second quiz each week will consist of short answer questions designed to get you to think more deeply about lesson topics. A few quizzes will require you to do a little outside research to answer some of the questions. You will only have one attempt each week for this quiz. It is also open-book, open-notes.
- Plan to spend 30 minutes on each quiz.
- All quizzes are open-book, open-notes.
- There are no time limits on any quiz.
- All quizzes auto-save, so you can start them one day and finish another day.
- All quizzes are due by Monday at 7 a.m. ET.
- The quizzes do not lock/close at 7 a.m., so if you are still working, keep going. You do not need to hit submit by 7 a.m. and I'd rather you finish and get all the points you can.
Packback Participation
Participation is a requirement for this course, and the Packback Questions platform will be used for online discussions about class topics. It will count for 120 points of your final grade.
Your Packback grade each week will reflect that (1) you completed all aspects of the assignment (correct number of questions/responses) and (2) your questions/responses are of good quality (based on curiosity score and my judgment).
Packback Groups
You will be randomly assigned to either the Blue group or the White group after drop/add.
Starting in week two, the groups will alternate who does original posts and who responds each week.
Weeks 2, 4, 6, 8, 10, and 12: Each member of the Blue Group will write an original post about the week's topics and each member of the White Group will respond to two of the posts.
Weeks 3, 5, 7, 9, 11, and 13 are reversed: Each member of the White Group will write an original post about the week's topics and each member of the Blue Group will respond to two of the posts.
Packback Question Group
If it's your group's week to pose questions, they are due by Wednesday evening.
Each group member posts 1 question.
Original question posts should be 100–300 words long and contain a link to something related to the topic. All questions must have at least a 60 curiosity score.
Post about something:
- You found interesting
- You disagreed with
- That seems controversial
- You want to hear other people's opinions about
- You have a personal story about
Packback Response Group
The responding group should reply to two questions. Responses should be at least 100 words and should aim to build a conversation with the post's author.
- Ask follow-up questions.
- Extend the conversation by sharing additional information.
- If you disagree, do so respectfully and be specific.
- Your response should be more than "I agree/disagree" or "nice job."
Each of the two responses will be worth up to 5 points. All responses must have at least a 60 curiosity score.
Final Project
The final project in COMM 409 stretches over the last half of the course. There are two types of projects you can choose from. Full details are in the Final Project module. I will ask you to decide which project you'll do in week 8.
Determining Your Final Grade
The total of possible points for this course is 480, broken down as follows:
| Assessment | Points | Total Points | Lessons |
|---|---|---|---|
| Packback Participation | 12 @ 10 points | 120 | All |
| Quizzes | 11 @ 10 points 1 @ 14 points 1 @ 20 points | 144 | All |
| Short Answer Quizzes | 12 @ 10 points | 120 | 2–13 |
| Final Project | 1 @ 100 | 100 | Final Project Module |
| Total | 484 | ||
| Extra Credit | 10–30 | throughout the semester |
Grading Scale
| Letter Grade | Percentage |
|---|---|
| A | 93–100% |
| A− | 90–92.99% |
| B+ | 87–89.99% |
| B | 83–86.99% |
| B− | 80–82.99% |
| C+ | 77–79.99% |
| C | 70–76.99% |
| D | 60–69.99% |
| F | 59.99% and below |
The instructor reserves the right to recognize exceptional performances beyond the point average.
Extra Credit
My philosophy of extra credit merges with my philosophy of teaching adult learners in an important way. Life happens—we all run into issues that make doing classwork difficult at times, so I offer plenty of extra credit in order to give you opportunities to make up for missed assignments.
You have two opportunities. The full details are in the Extra Credit module.
- Twice during the semester, you can meet with me 1:1 in Zoom for a conversation. It can be about class topics or life in general. (5 points each)
- You will also have two opportunities to watch video recordings of people who have given talk on campus and write reaction papers. (10 points each)
Deadlines and Late Policy
Students are responsible for ensuring the instructor receives the submission of their assignments by the deadline.
1 Week Late
Any quiz, test or other written assignment submitted 7–14 days after the deadline will immediately be subjected to a 10% late penalty. For example, if you submit a quiz 9 days late, the best grade you could receive would be an 18 provided it is otherwise perfect.
2 Weeks Late
Any quiz, test or other written assignment submitted 15–21 days after the deadline will immediately be subjected to a 20% late penalty. For example, if you submit a quiz 9 days late, the best grade you could receive would be a 16 provided it is otherwise perfect.
3 Weeks Late
Any quiz, test or other written assignment submitted 22–28 days after the deadline will immediately be subjected to a 30% late penalty. For example, if you submit a quiz 9 days late, the best grade you could receive would be a 14 provided it is otherwise perfect.
More Than Three Weeks Late
No assignments will be accepted after three weeks without permission from the instructor.
Special Circumstances
We are living through exceptional times these days. Life happens. Stress happens. Illness happens. Unpredictable things happen.
I am fairly liberal with granting requests to turn assignments in late, all I ask is that you let me know. All requests for additional time to complete an assignment must be submitted prior to the original deadline. As long as you let me know what's happening, I'll grant your request.
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
| Topic: | Familiarize yourself with the course content and structure. |
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Special note: Although the introduction activity is not graded, it’s important that you complete all activities because they will become part of the process for completing graded activities throughout the course. |
| Topic: | The conflicting “roles” of a journalist and the public’s perception of the news media. |
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| Topic: | Further developing a consistent method of identifying and resolving ethical dilemmas, including identifying stakeholders, balancing competing interests and projecting the outcome of particular actions. |
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| Topic: | Conflict of interest, including business pressures. |
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| Topic: | Accuracy and fairness (including plagiarism and fabrication) and understanding the motives of sources who provide journalists with information. |
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| Topic: | Further exploring the relationship between reporters and their sources, including the use of unnamed sources and understanding when reporters have gotten “too close” to their sources or the issues they’re trying to cover. |
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| Topic: | Privacy, including an appreciation of the different ways the media treats public figures, prominent people, celebrities, and ordinary citizens; also, understanding the ethical vs. legal obligations of privacy. |
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| Topic: | Making decisions about taste. |
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| Topic: | Reporting methods, including going undercover or using deception to report a story. |
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| Topic: | Ethical challenges of covering a multicultural society; trying to achieve diversity in newsrooms and news coverage. |
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| Topic: | Ethics issues particular to visual journalism. |
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| Topic: | Ethics issues of web journalism and the challenges of a changing media environment. |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and Military Personnel
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Privacy Notice
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
Report Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.