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 412: Sports, Media, and Society

COMM 412 Sports, Media, and Society (3 credits): This course is designed to help students more critically view the role of sport media in American culture. The influence of the relationship between sport media and issues such as race, gender, sexuality (homophobia), nationalism, capitalism/consumerism, violence, and civic life will be examined. Issues in relation to journalism ethics and the production of sport media also will be examined.

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Overview

Purpose of this course: This course is designed to help students more critically view the role of sport media in American culture. The influence of the relationship between sport media and issues such as race, gender, sexuality (homophobia), nationalism, capitalism/consumerism, violence, and civic life will be examined. Issues in relation to journalism ethics and the production of sport media also will be examined.

Learning outcomes: Students will think more critically about the general role of sport media in American culture and about ethical issues in sports coverage. They will also understand the history and processes involved in the development of sport media and will be able to demonstrate their learning through effective oral and written communication.  This course is not a forum for exchanging sports trivia. We won’t spend class time talking about the latest scores or trades. Your knowledge of such information and the time you spend viewing ESPN will not guarantee success in this course.

Specifically, this course will seek to answer the following “big-picture” questions:

1. What has been the function of spectator/mediated sport in American culture?
2. What role do mediated sports play in our individual and collective self-identities?
3. What are the ethical and moral obligations of the sports (media) industries and of individuals who work in those industries?
4. What are alternatives to the status quo for the way we produce/consume mediated sports, and what would be the consequences if those alternatives were implemented?

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Course Objectives

After completing this course, students will be able to do the following:

• Think more critically about the general role of sport media in American culture.
• Think more critically about ethical issues in sports coverage.
• Discuss the history and processes involved in the development of sport media.
• Demonstrate their learning through effective oral and written communication.

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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.

E-Reserves

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

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.

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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.

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Technical Requirements and Help

Technical Requirements and Help

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.
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. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. 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. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
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.
Help	If you need technical assistance at any point during the course, please contact the Service Desk.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information about 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.

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Course Requirements and Grading

 

Assignments

You have plenty of time to complete assignments; you could finish most of them weeks ahead of schedule. Don’t wait until the last minute to complete them! It would be a shame if you got sick right before the deadline and weren’t able to submit the assignment. A 25% penalty is incurred for each 24 hours an assignment is late. Assignment drops close 48 hours after the deadline and will not be reopened unless permission has been secured from the instructor before the assignment was originally due. For example, if an assignment is due at 7 a.m. ET Monday, then the assignment drops close at 7 a.m. ET Wednesday and assignments will earn no credit after that point unless the instructor has given explicit permission to submit the assignment late by giving you an extension.

Discussion board posts and responses to classmates are due by 11:59 PM EST on Sunday of each lesson week. Discussion forums will remain open past Sunday to encourage in depth discussions; however, no credit will be given for responses past Sunday’s deadline. No late discussion posts or responses will be accepted. If you miss a post, you will earn a zero for that post. Please plan accordingly and make note of these deadlines.

Case study posts and responses to classmates are due by 11:59 PM EST on Sunday of each lesson week. Case study forums will remain open past Sunday to encourage in depth discussions; however, no credit will be given for responses past Sunday’s deadline. No late case study posts or responses will be accepted. If you miss a post, you will earn a zero for that post. Please plan accordingly and make note of these deadlines.

Quizzes are due at 7:00 AM EST on the Monday following the end of the lesson week, which is the first day of the next lesson. The quiz will close 48 hours after the initial due date; quizzes completed late will incur late penalties, as explained in the syllabus.

Please ask if you are confused by the deadlines to make sure you know when assignments are due so that you don't incur late penalties as outlined in this syllabus.

Assessments and Grade Percentages

Assessment	Points	Total Points	% of Grade	Where
Discussion Participation	15 @ 16 points	240	24	Lessons 1 through 15
Quizzes	10 @ 30 points	300	30	Lessons 2 through 15 (Take top 10)
Independent Exploratory Activties	2 @ 100 polints	200	20	Lesson 6 and 12
Case Study	13 @ 20 points	260	26
	Total	1000	100%

 

Grading

Your final grade for this course will be determined by your performance in the following areas.

Discussion Board Participation (240 points)

Your participation grade is determined by your engagement in the discussion areas for the activities in each lesson. Each lesson, which usually spans one week, has a total of 16 possible participation points for discussion boards. Participation grades will be based solely on participation during that lesson (not on participation in previous lessons or on the promise of future participation).

General Tips for Success:

• Join the discussion. Each week, discussion questions relating to the reading and to other materials will be posted. Provide your input and respond to that of others. By discussing your ideas with others, you'll sharpen your understanding and learn to better articulate your values.
• Contribute to case studies. You will be asked to solve problems or discuss issues and share the results each week.

Your contributions, informed by the readings and by the comments of others, will be assessed to the class discussion.

• Were your contributions timely, or did they come in just before the deadline, keeping others from benefiting from your responses? Posts made within an hour of the deadline will not earn credit because it will not allow others time to read the post and benefit from it.
• Were your contributions informed?
• Were your contributions “on-point”? (Related to the question/issue at hand)?

Please treat the discussion posts like a mini essay. Two or three sentences do not constitute a post. Your posts need to be complete thoughts that reflect on the course material, and you need to have several sentences. Make sure your posts answer the questions asked for the discussion. Also, make sure you proofread your posts carefully, as posts riddled with spelling, grammar and punctuation errors will not earn full credit. If your post is made within an hour of the deadline, you will not earn full credit for the post because it will not allow others time to read the post and benefit from it. The goal of the discussions and the case studies is to have a back-and-forth exchange of ideas and to learn from each other. Posting shortly (within an hour) before the deadline does not allow ample time for others to read and/or respond to your ideas.

The same goes for your responses to your classmate’s posts. Saying “Good post” or “I agree with you” is not a response. You need to write a few sentences (think mini essay) to earn credit.

I will not be part of your conversations unless I must intervene because someone is being disrespectful or the conversation is getting out of control or completely off topic. I have had to do this only a few times, and I really don’t want to do it again.

Be mindful of your words and remember that you don’t have to agree with everything that is posted, but you must be respectful of others and their opinions. These are your class discussions, and you will learn a lot from each other. Just respect everyone.

 

Quizzes (300 points)

For Lessons/Modules 2 through 15, you will have a 10-question quiz based on the readings for each lesson. All answers are found in the readings. You should read the questions carefully and make sure you understand what they are asking. You should also read the articles carefully BEFORE you start the quiz to learn the main ideas and gain an understanding of what the author is writing about.

You will have one untimed attempt at each quiz; you may take as long as you like to complete the quiz, but once you close it or submit it, your answers are locked in and cannot be changed or edited. The instructor cannot re-open a quiz once it is closed or submitted. The quizzes are untimed, meaning you have unlimited time up to the deadline to complete them. You must still submit your answers by the deadline or you will earn a zero.

Quizzes must be submitted no later than 7 a.m. ET on each due date to earn possible full credit; late quizzes will incur penalties. The penalties are:

• Quiz submitted up to 24 hours after the deadline – 25% deduction (7.5 points deducted from the score)
• Quiz submitted up to 48 hours after the deadline – 50% deduction (15 points deducted from the score)

Quizzes will close 48 hours after each due date.

Late quizzes will not be accepted without incurring a penalty without the permission of the instructor. If you are granted an extension from the instructor beyond the 48 hours the quiz is open past the due date, you will have to wait until the quiz can be re-opened; the quiz will close again at the time the instructor tells you it will close. The quiz will still be untimed, but the window it will be open will depend on the length of the extension.

You will also need to complete only 10 quizzes; if you complete more, your lowest grades will be dropped and the 10 best will be retained.

 

Independent Exploratory Activities (200 Points)

You will complete three activities designed for independent exploration of course concepts during the semester. For each, you will complete one from among several activities. Pay close attention to the rubric/instructions provided for the activity you choose. Please note that what you submit should be of professional quality and free of errors in spelling, grammar, and punctuation. It should be completed on time to avoid late penalties.

The instructions for the IEA are listed within the lesson for which they are do; you may choose topics from only those listed for each IEA. If you choose a topic not listed for the IEA due for that lesson, you will earn a zero. For example, for IEA #2 (due in Lesson 10), you may choose only from those topics listed for IEA #2. If you choose any topic not listed for that IEA, you will earn a zero.

 

Case Study (260 points)

The posts to the case study and responses to your classmates’ posts in the case study should be significantly longer and more reflective of the material than the discussion posts. These posts and responses to classmates are worth more than the discussion posts. Your posts should be a couple of short paragraphs (a few sentences each), and they should be informed, considered reflections on the topic. Posts that are general, brief or vague will not earn credit. To earn full credit, you must post to the case study and respond to at least one classmate in the case study, and you are encouraged to respond to more than one classmate to increase the interaction and advance the discussion.

Your posts should answer the questions posed or speak directly to the writing prompt. You should incorporate material from the lesson in your response. In other words, it must be clear that you have read (or watched) the lesson materials and are making a thoughtful post based on what you learned in the lesson.

Also, make sure you proofread your posts carefully, as posts riddled with spelling, grammar and punctuation errors will not earn full credit.

If your post is made within an hour of the deadline, you will not earn credit for the post because it will not allow others time to read the post and benefit from it. The goal of the discussions and the case studies is to have a back-and-forth exchange of ideas and to learn from each other. Posting shortly (within an hour) before the deadline does not allow ample time for others to read and/or respond to your ideas.

Likewise, your responses to classmates must be thoughtful and reflective of their post and the lesson materials. You cannot simply say “Good post” or “I agree with you” and earn credit. Your response must be several informed sentences and most not be riddled with spelling, grammar and punctuation errors.

 

Extra Credit

There are no extra-credit opportunities for this course. If you miss an assignment or do poorly on an assignment, there is not a replacement assignment to make up those points or any assignments you can do for extra credit.

 

At the end of the semester, your grade will be calculated as follows:

Grading Scale

Letter Grade	Percentage
A	95–100%
A−	90–94.9%
B+	87–89.9%
B	83–86.9%
B−	80–82.9%
C+	77–79.9%
C	70–76.9%
D	60–69.9%
F	0–59.9%

 

• Note: All principles of academic honesty apply here.
  • Do not copy directly from the reading without clearly indicating that you are doing so.
  • Do not copy from or share your answers with others in the course.
  • Providing answers that resemble those of classmates or previous students will be treated as plagiarism. 

 

Please refer to the University Registrar's 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.

 

World Campus vs. In-Person Courses

For those who are new to World Campus classes, you should know that although the course material is similar to what you’d cover during in-person classes, there are several differences regarding delivery and student-instructor interaction. This list is to explain some key differences and set expectations.

• First, World Campus classes allow you to work at your own pace and work on the assignments at whatever time you want. There are no synchronous meetings.

  You must be a self-starter and will need to read the lesson and all instructions on your own and ask questions via email. You must take an active role in this course to access the lessons, read the assignments, complete the assignments and submit the assignments.

• Second, all coursework is posted for the entire semester. You can work ahead if you’d like, or you can work on each lesson as its assignments are due. It is up to you to be motivated to complete the work, disciplined to meet the deadlines and adept at time-management to ensure you complete all assignments completely and on time.

  That said, I your instructor will grade most assignments at the same time AFTER the deadline to ensure consistency in grading penalties based on the grading rubric. So, if you work ahead, you are risking not getting helpful feedback because you are completing assignments early. If you complete assignments ahead of schedule and don't get the grade you wanted/expected, you don't have a "redo" option.

• Third, I am not an IT expert. You should seek assistance from the Help Desk if you are struggling with Canvas, opening links in lessons (unless I post an announcement that there is an issue with a link), or accessing course materials. Emailing me for help will slow things down because I will tell you to call the Help Desk, which is available to you all day, every day.

  It is standard practice for faculty members to point students to the Help Desk and not just my policy. Generally, faculty can't help students with hardware/software issues. It is your responsibility to have a computer with the necessary technical requirements to complete a World Campus course. The requirements are in the syllabus. If you are not sure whether your computer meets those requirements, you are responsible for contacting the Help Desk for assistance.

  There’s no such thing as being “too late at night” to call the Help Desk. Call the Help Desk at 814-865-4357 (available 24 hours a day every day) immediately experience a technical problem with your personal computer, your access to the Canvas or your access to the materials in Canvas.

  Emailing me to tell me you do not have access does not mean you will get an extension on your assignment unless I get an email from the Help Desk stating your issue was unable to be resolved. That said, waiting until the last few hours to do the assignment may mean there will not be enough time for the Help Desk to diagnose your issue and resolve it. The syllabus clearly describes the technology you need to access course materials in Canvas and explains you are expected to have internet access or to seek it out if yours is not available.

  Call the Help Desk at 814-865-4357 (available 24 hours a day every day) immediately experience a technical problem with your personal computer, your access to the Canvas or your access to the materials in Canvas.

• Fourth, the primary means of learning in this class are reading and writing. There are no recorded lectures and no Zoom meetings for class discussions. You will read the assignments and respond in writing on discussion boards and in assignments. Writing assignments and quizzes will demonstrate your understanding and comprehension of the material.

• Next, expect the primary means of communication to be email (between the instructor and individuals) and Announcements in Canvas (between the instructor and the class, which is pushed automatically to your email account). Unless I determine there is a significant issue, all communication will be via email.

  Your instructor is happy to answer any questions and assist you with understanding assignments and course materials. I will answer your questions directly and succinctly, but you should not expect to have lengthy conversations with me, as you might before or after an in-person class. The course is set up for you to work independently and without a lot of hands-on instruction or attention.

  Should a phone call or Zoom meeting be necessary, it may take several days to coordinate schedules. Your schedule and mine are not likely to line up immediately, and it’s unlikely there can be a same-day call or meeting. Please be patient, thoughtful and respectful as we collaborate to setup an appointment for any communication other than email because the process of setting up the appointment via email (the official communication channel) can sometimes take several days.

  To schedule a call or Zoom meeting, you should let me know several days and times you are available in the upcoming weeks. That way, I can see when you are free to talk/meet and compare those days/times with my schedule and set up a time that works for both of us.

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Course Schedule

Note: All due dates reflect North American eastern time (ET).

Lesson 1: Why Sports Matter

Readings:	Jocks vs. Pukes from the Aug. 15–22 issue of The Nation.  https://www.thenation.com/issue/august-15-22-2011/ The following are also available in E-Reserves: Victor Navasky on Babe Ruth Stephen F. Cohen on Frank Beard Jennifer Egan on Monica Seles Cecile Richards on Carl Yastrzemski Bob Herbert on Bobby Thomson and Hank Thompson Ralph Nader on Lou Gehrig Dahlia Lithwick on Toller Cranston Adam Gopnik on Joe Namath and Yvan Cournoyer John Sayles on Roberto Clemente Dennis Kucinich on Jim Thorpe Jane Mayer on Arthur Ashe Dan Rather on Rube Walker David Remnick on Muhammad Ali Mark Cuban on Roberto Clemente and Willie Stargell
Materials:	Earp, J. (Producer) (2010). Not Just a Game: Power, Politics & American Sports, featuring Dave Zirin [Online Video]. Media Education Foundation/Kanopy. CNN. (2012, December 9). Bob Costas triggers a furor [Video file]. https://www.youtube.com/watch?v=tOdLQoWDe6s
Assignments:	Complete all activities

Lesson 2: Defining and Understanding Function of Sports

Readings:	E-Reserves: Coakley, J. (2004). What Are Sports? In Sports in Society: Issues and Controversies (pp. 21–29). Boston: McGraw-Hill. Coakley, J. (2000). Sport in Society: An Inspiration or an Opiate? In S. Eitzen (Ed.), Sport in Contemporary Society: An Anthology (6th ed.). New York: Worth Publishers. Read pp. 20–26 of the entire article, which goes to p. 36. (You will read the rest of the article next week.)
Materials:	DavidBelleVideo. (2008, May 1). David Belle SpeedAirMan [Video File]. http://www.youtube.com/watch?v=kWJHSyjVMY8 TEDx Talks. (2019, October 29). The Rise of Esports [Video file]. https://www.youtube.com/watch?v=mqTqQB8eDko CBS News. (2018, December 23). Esports: Inside the relentless training of professional gaming stars [Video file]. https://www.youtube.com/watch?v=box4SFtGvA0 Bray, H. (2013, March 25). Videogaming slowly becoming a pro sport. The Boston Globe. https://www.bostonglobe.com/business/2013/03/24/videogaming-next-pro-sport/PhwB2YC9U9aRjDq2BQyAXI/story.html Sherman, E. (2017, May 2). Why Don’t More People Consider Competitive Cheerleading a Sport? The Atlantic. https://www.theatlantic.com/entertainment/archive/2017/05/why-dont-more-people-consider-competitive-cheerleading-a-sport/524940/ Hensley, S. (2013, June 14). Doctors to vote on whether cheerleading is a sport. NPR. https://www.npr.org/blogs/health/2013/06/14/191638620/doctors-to-vote-on-whether-cheerleading-is-a-sport Tanner, L. (2014, June 10). AMA officially designates cheerleading as a sport. USA Today. https://www.usatoday.com/story/news/nation/2014/06/10/ama-cheerleading-sport/10272941/ Greenspan, R. E. (2020). Cheerleading is Almost as Dangerous as Football. So Why Isn't It Officially Considered a Sport? Time. https://time.com/5782136/cheer-netflix-cheerleading-dangers/
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 3: Sports in U.S. Culture

Readings:	E-Reserves: Coakley, J. (2000). Sport in Society: An Inspiration or an Opiate? In S. Eitzen (Ed.), Sport in Contemporary Society: An Anthology (6th ed.) (pp. 27–36). New York: Worth Publishers. Sage, G. (1998). Social Images and Sport. In Power and Ideology in American Sport: A Critical Perspective (pp. 17 to the top of page 30). Champaign, IL: Human Kinetics Books.
Materials:	Coronet Instructional Films. (1948). Capitalism [Video file]. https://youtu.be/AaFEZ1Aqn8A?si=aN6p7ggb_tXxU3Ew Knickerbocker Productions. (1957). Social Class in America [Video file]. McGraw-Hill Book Co., Inc. https://youtu.be/VLzQMSK2aGU?si=M7_ja_URs117WhJy stanleyfrog. (2013, September 12). How soccer explains the world: An unlikely theory of globalization [Video file]. http://www.youtube.com/watch?v=8Amo1b3BUgc jamesgangky. (2013, September 9). Any Given Sunday Al Pacino Pre-Game Speech [Video file]. http://www.youtube.com/watch?v=oSDhhZtRwFU
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 4: Amateurism and Professionalism in Sport

Readings:	E-Reserves: Eitzen, S. (1989). Sociology of Amateur Sport: An Overview. International Review for the Sociology of Sport, 24(2), 95–104. This article is dated but provides a strong conceptual overview. Ignore the data; focus on the concepts. Other Readings: Hruby, P. (2012, July 25). The Olympics show why college sports should give up on amateurism. The Atlantic. https://www.theatlantic.com/entertainment/archive/2012/07/the-olympics-show-why-college-sports-should-give-up-on-amateurism/260275/
Materials:	Dahlberg, T. (2021, July 18). No Need for NCAA In New World of College Sports. Telegraph - Herald. https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fnewspapers%2Fno-need-ncaa-new-world-college-sports%2Fdocview%2F2553121250%2Fse-2%3Faccountid%3D13158 Lynam, J. [jblynam] (2010, April 3). What professional sports can learn from amateur games [Video file]. http://www.youtube.com/watch?v=a0Rvmzzh8co  Also visit the GAA website to learn about it. Kraske, S., & Alexander, D. (2012, July 24). Ending the myth of amateurism in college sports. Up to Date. https://www.kcur.org/show/up-to-date/2012-07-24/ending-the-myth-of-amateurism-in-college-sports (NPR program featuring an interview with Angela Lumpkin; about 30 minutes long) Nocera, J. (2021, Oct 25). The Difference Between Unpaid and Paid Student-Athletes? Not Much, It Turns Out. The New York Times. https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fnewspapers%2Fdifference-between-unpaid-paid-student-athletes%2Fdocview%2F2585247127%2Fse-2%3Faccountid%3D13158 Voepel, M. (2011, July 18). College athletes are already getting paid. ESPN. https://www.espn.com/college-sports/columns/story?columnist=voepel_mechelle&id=6739971 Harish, A. (2012, August 4). Missy Franklin wants to swim in college, put off endorsement fortunes. ABC News. https://abcnews.go.com/Sports/ olympics/missy-franklin-forgo- millions-swim-college/story? id=16923530
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 5: History of Mediated Sports: Pre-television

Readings:	E-Reserves: Bryant, J., & Holt, A. (2006). A Historical Overview of Sports and Media in the United States. In A. Raney & J. Bryant (Eds.), Handbook of Sports and Media (pp. 21–46). Mahwah, NJ: Lawrence Erlbaum Associates. Read only pp. 21–31 for this lesson. McChesney, R. (1989). Media Made Sport: A History of Sports Coverage in the United States. In L. Wenner (Ed.), Media, Sports, and Society (pp. 49–69). Newbury Park, CA: Sage. Read only pp. 49–60 for this lesson.
Materials:	WatchMojo.com. (2012, July 11). Babe Ruth biography: Boston Red Sox to New York Yankees [Video file]. http://www.youtube.com/watch?v=bXLzWVdtLns New York Times Historical (full-page reproductions), 1923–present. Found via Penn State Libraries database. Pick any sports page in the Times from 1924. Karl, S. (2015, June 11). Lewis v Schmeling, Old Time Radio [Video file]. https://www.youtube.com/watch?v=zTM_sLYxSBA Sullivan, J. [Jack Sullivan]. (2016, October 26). 1950 - Roller Derby - New Jersey vs Brooklyn [Video file]. https://www.youtube.com/watch?v=mpithZbH5sI
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 6: History of Mediated Sports: TV and the Digital Age

Readings:	E-Reserves: Bryant, J., & Holt, A. (2006). A Historical Overview of Sports and Media in the United States. In A. Raney & J. Bryant (Eds.), Handbook of Sports and Media (pp. 34–46). Mahwah, NJ: Lawrence Erlbaum Associates. Schultz, B., & Sheffer, M.L. (2013). Local TV Sports and the Internet. In A. Billings & M. Hardin (Eds.), Routledge Handbook of Sport and New Media (pp. 110-118). New York, NY: Routledge.
Materials:	Machochip. (2008, May 1). Will Leitch on Costas Now [Video file]. https://www.dailymotion.com/video/x59wlw#.UdFm0uuf_YE (Note: This video contains some explicit language.) ESPN (1979, September 7). ESPN's first studio broadcast [Video file]. https://www.youtube.com/watch?v=v0ed1dkqHZY Official JaguarGator9. (2019, October 9). The Creation of Monday Night Football on ABC [Video file]. https://www.youtube.com/watch?v=u78Pu3X8298 Official JaguarGator9. (2021, January 8). Why There is No Flex Scheduling on Monday Night Football [Video file]. https://www.youtube.com/watch?v=SBPLE3LS6f4 Bodenheimer, G. (2015, May 9). The Little-Known, Behind-the-Scenes Story of ESPN's First Broadcast. LinkedIn. https://www.linkedin.com/pulse/little-known-behind-the-scenes-story-espns-first-george-bodenheimer ESPN YouTube Channel. https://www.youtube.com/channel/UCiWLfSweyRNmLpgEHekhoAg
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 7: The Political Economy of Mediated Sport

Readings:	E-Reserves: Schierl, T., & Bertling, C. (2013). Dangerous Currents: How Public Relations and Advertising Influence Sports Reporting and Cause Ethical Problems. In P. Pedersen (Ed.), Routledge Handbook of Sport Communication (pp. 492–502). New York, NY: Routledge.  Corrigan, T. F. (2013). The Political Economy of Sports and New Media. In A. Billings & M. Hardin (Eds.), Routledge Handbook of Sport and New Media (pp. 43-54). New York, NY: Routledge.  Other Readings: Mondello, M., & Fortunato, J. (2022). The Economics of Sport Broadcasting. In H. Fujak & S. Frawley (Eds.) Sport Broadcasting for Managers (pp. 55-69). New York, NY: Routledge.
Materials:	Miller, J. A., Eder, S., & Sandomir, R. (2013, August 24). College football's most dominant player? It's ESPN. The New York Times. https://www.nytimes.com/2013/08/25/sports/ncaafootball/college-footballs-most-dominant-player-its-espn.html?pagewanted=all&_r=1&&smid=pl-share Sandomir, R. (2011, September 8). ESPN extends deal with NFL for $15 billion. The New York Times. https://www.nytimes.com/2011/09/09/sports/football/espn-extends-deal-with-nfl-for-15-billion.html?smid=pl-share Lipsyte, R. (2013, August 25). Was ESPN sloppy, naive or compromised? ESPN. https://www.espn.com/blog/ombudsman/post/_/id/96/was-espn-sloppy-naive-or-compromised Kirk, M., Gilmore, J., Wiser, M., & WGBH Educational Foundation (Producers). (2013, October 8). League of Denial: The NFL's Concussion Crisis. [Video/DVD] Public Broadcasting Service. https://youtu.be/SedClkAnclk?si=miyz-GoMO0GE8srb Spangler, T. (2013, August 13). Sports fans: Get ready to spend more money to watch your favorite teams. Variety. https://variety.com/2013/tv/news/sports-fans-to-spend-more-money-to-watch-favorite-teams-1200577215/ Focus on the infographic showing the television rights of major sports Battaglio, S. (2022, June 28). Rights to live sports in play; as streamers acquire more sports deals, what does it mean for traditional TV? Los Angeles Times. https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fnewspapers%2Frights-live-sports-play-as-streamers-acquire-more%2Fdocview%2F2681310221%2Fse-2%3Faccountid%3D13158
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 8: College Sports

Readings:	E-Reserves: Stoke, H. W. (1954). College Athletics. The Atlantic, 193, 46–50. Other Readings: Bergman, L. (Writer) & Challberg, S. (Editor) (2011, March 29). Money and March Madness [Television series episode]. In Z. Stauffer (Producer), Frontline. Boston, MA: WBGH/Boston. https://www.pbs.org/video/frontline-money-and-march-madness-1/ Branch, T. (2011). The Shame of College Sports. The Atlantic Monthly, 308(3). http://ezaccess.libraries.psu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=65551009&site=ehost-live&scope=site
Materials:	Montopoli, B. (2013, March 15). March Madness? NCAA fights full-court press on player pay. CBS News. https://www.cbsnews.com/news/march-madness-ncaa-fights-full-court-press-on-player-pay/ Pierce, C. P. (2013, February 6). The O'Bannon decision. Grantland. https://grantland.com/features/ed-obannon-vs-ncaa/ (Grantland article explains lawsuit in basic terms) Thompson, W. (2013, July 30). The trouble with Johnny. ESPN. https://www.espn.com/espn/otl/story/_/id/9521439/heisman-winner-johnny-manziel-celebrity-derail-texas-aggies-season-espn-magazine NCAA Research. (2022). Trends in NCAA Division I Graduation Rates. Araujo, J., & Warr, N. (2021, Oct 7). A Dollar and a Dream. Stinson LLP. https://www.jdsupra.com/legalnews/a-dollar-and-a-dream-student-athlete-2056263/ Dellenger, R. (2022, May 2). Big money donors have stepped out of the shadows to create "chaotic" NIL Market. Sports Illustrated. https://www.si.com/college/2022/05/02/nil-name-image-likeness-experts-divided-overboosters-laws-recruiting Bushnell, H. (2022, March 14). Inside NCAA basketball's gender inequities and how they were exposed in 2021. Yahoo!Sports. https://sports.yahoo.com/ncaa-basketball-gender-inequities-2021-exposed-march-madness-162712173.html Bushnell, H. (2022, March 14). What's changed since NCAA's inequity failings were exposed during last year's tournament? Yahoo!Sports. https://sports.yahoo.com/ncaa-womens-basketball-gender-inequities-march-madness-tournament-changes-163454222.html Kaplan Hecker & Fink LLP. (2021, October 25). NCAA external gender equity review. New York, NY. https://www.kaplanhecker.com Bilas, J. (2022, June 29). Why NIL has been good for college sports . . . and the hurdles that remain. ESPN. https://www.espn.com/college-sports/story/_/id/34161311/why-nil-good-college-sports-hurdles-remain
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 9: Fandom: Why We Watch, Why We Care

Readings:	E-Reserves: Gantz, W. (2013). Reflections on Communication and Sport: On Fanship and Social Relationships. Communication & Sport, 1(1-2), 176–187. Pegoraro, A. (2013). Sport Fandom in the Digital World. In P. Pedersen (Ed.), Routledge Handbook of Sport Communication (pp. 248–258). New York, NY: Routledge. Hardin, M. (2013). Family (Sports) Television: Exploring Cultural Power, Domestic Leisure, and Fandom in the Modern Context. In B. Brummett & A. Ishak (Eds.), Sport and Identity: New Agendas in Communication (pp. 262-279). New York, NY: Routledge.
Materials:	Lyden, J. (2013, August 25). Quitting your job for fantasy football. NPR. https://www.npr.org/2013/08/25/215477433/quitting-your-job-for-fantasy-football Boudway, I. (2013, September 5). How the NFL woos female fans. Bloomberg Businessweek Lifestyle. https://www.bloomberg.com/news/articles/2013-09-05/how-the-nfl-woos-female-fans Kennedy, H., Gonzales, J., & Pegoraro, A. (2022). Digital sport fandom. In D. S. Coombs & A. C. Osborne (Eds.), Routledge Handbook of Sport Fans and Fandom (pp. 261-272). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429342189-26/digital-sport-fandom-heather-kennedy-josh-gonzales-ann-pegoraro Lockwood, L. (2019, Oct 2). Business: Fox NFL's Erin Andrews Designs Sportswear Collection: The line will be sold at NFLshop.com, the Fanatics network of online stores, and stadium shops. WWD; Los Angeles, (pp. 15). https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fmagazines%2Fbusiness-fox-nfls-erin-andrews-designs-sportswear%2Fdocview%2F2438024585%2Fse-2%3Faccountid%3D13158 Lage, L. (2022, Jan 5). NFL teams providing female fans with clubs of their own. ABC News. https://abcnews.go.com/Sports/wireStory/nfl-teams-providing-female-fans-clubs-82083641 Simmons, J., Cintron, A., & Grappendorf, H. (2021). What Do Their Partners Say? An Examination of Fan-Family Conflict Through the Lens of Sport Fans’ Significant Others. Journal of Sport Behavior, 44(4), 447-467.
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 10: Sports Journalism and Sports Information

Readings:	E-Reserves: Whiteside, E. (2013). New Media and the Changing Role of Sports Information. In A. Billings & M. Hardin (Eds.), Rouledge Handbook of Sport and New Media (pp. 143-152). New York, NY: Routledge.  Hardin, M., & Zhong, B. (2010). Sports Reporters’ Attitudes About Ethics Vary Based on Beat. Newspaper Research Journal, 31(2), 6–19.
Materials:	Associated Press Sports Editors. (n.d.). Associated Press sports editors code of ethics. https://accountablejournalism.org/ethics-codes/associated-press-sports-editors-apse-ethics-guidelines Society of Professional Journalists. (1996). Society of Professional Journalists code of ethics. https://www.spj.org/spj-code-of-ethics/ College Sports Information Directors of America Board of Directors. (n.d.). College Sports Information Directors of America code of ethics. https://collegesportscommunicators.com/sports/2013/2/6/CodeOfEthics.aspx Brady, J. ESPN’s ombudsman [Web blog]. ESPN. https://www.espn.com/blog/ombudsman Mosley, M. [Mark Mosley]. (2013, November 9). A Day in the Life: Sports Journalist [Video file]. https://www.youtube.com/watch?v=BRU9_AUQYUo NM State AggieVision. (2010, September 28)). A Day in the Life - Sports Information Director [Video file]. https://www.youtube.com/watch?v=cFDOEJ0Dg0g&t=5s Kojo Nnamdi Show. (2013, September 9). The Future of Sports Journalism [Audio file]. https://thekojonnamdishow.org/shows/2013-09-09/future-sports-journalism/
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 11: Sports, Politics, and Nation

Readings:	E-Reserves: Billing, A., Butterworth, M. L., & Turman, P. D. (2012). Politics/Nationality and Sports. In Communication and Sport: Surveying the Field (pp. 125–146). Thousand Oaks. Sage. Vincent, J., & Kian, T. (2013). Sport, New Media, and National Identity. In A. Billings & M. Hardin (Eds.), Routledge Handbook of Sport and New Media (pp. 299-310). New York, NY: Routledge.
Materials:	Earp, J. (Producer) (2010). Not Just a Game: Power, Politics & American Sports, featuring Dave Zirin [Online Video]. Media Education Foundation/Kanopy. Orwell, G. The Sporting Spirit. (1945, December 14). https://www.orwell.ru/library/articles/spirit/english/e_spirit Mandelbaum, M. (2010, June 25). The New Republic: Soccer and US Exceptionalism. NPR. https://www.npr.org/templates/story/story.php?storyId=128103553
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 12: Heroes, Religiosity in Sports

Readings:	E-Reserves: Morgan, W. J. (2013). Athletic Heroic Acts and Living on the Moral Edge. In L. A. Wenner (Ed.), Fallen Sports Heroes, Media, and Celebrity Culture (pp. 24–35). New York, NY: Peter Lang Publishers. Denham, B. E. (2013). From Coverage to Recovery: Mediating the Fallen Sports Celebrity. In L. A. Wenner (Ed.), Fallen Sports Heroes, Media, and Celebrity Culture (pp. 36–48). New York, NY: Peter Lang Publishers. Other Readings: Serazio, M. (2013, January 29). Just how much is sports fandom like religion? The Atlantic. https://www.theatlantic.com/entertainment/archive/2013/01/just-how-much-is-sports-fandom-like-religion/272631/
Materials:	Martin, M. (2011, December 6). How much is too much religion in sports? NPR Faith Matters [Audio file]. https://www.npr.org/2011/12/16/143837074/how-much-is-too-much-religion-in-sports CBS News. (2013, January 19). The risk in making sports stars “heroes." [Video file]. https://www.youtube.com/watch?v=2s54CiNPJz0 Busbee, J. (2013, January 11). How did Ray Lewis go from murder suspect in 2000 to NFL royalty in 2013? Yahoo!Sports. https://sports.yahoo.com/nfl--how-did-ray-lewis-go-from-murder-suspect-to-nfl-royalty--201947666.html Gilles, E. E., & Reese, M. B. (2019). Swimming Against the Tide: Lessons in Public Image Management from Competitive Swimmers. In T. L. Rentner & D. P. Burns (Eds.), Case Studies in Sport Communication: You Make the Call (pp. 211-219). Routledge.
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 13: Issues of Race and Ethnicity in Spectator Sport

Readings:	E-Reserves: Eagleman, A. N., & Martin, T. G. (2013). Race Portrayals in Sport Communication. In P. Pedersen (Ed.), Routledge Handbook of Sport Communication (pp. 369–377). New York, NY: Routledge. Hoberman, J. (March/April 2000). The Price of “Black Dominance.” Society, 37(3), 49–56.
Materials:	Fetters, A. (2013, August 5). The urgency—and the challenge—of connecting sports, race, and genetics. The Atlantic. https://www.theatlantic.com/entertainment/archive/2013/08/the-urgency-and-the-challenge-of-connecting-sports-race-and-genetics/278345/ Jhally, S., & Earp, J. (Producers) (2012). Race, power, and American sports, featuring Dave Zirin [Online Video]. Media Education Foundation/Kanopy. Fainaru-Wada, M. (2011, January 11). Survey shows split on racial opportunity. ESPN Outside the Lines. https://www.espn.com/espn/otl/news/story?id=6006813
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 14: Issues of Gender in Spectator Sports

Readings:	E-Reserves: Cooky, C., & Lavoi, N. (Winter 2012). Playing but Losing: Women's Sports After Title IX. Contexts, 11, 42–46. Whiteside, E., & Hardin, M. (2013). The Glass Ceiling and Beyond: Tracing the Explanation for Women’s Lack of Power in Sports Journalism. In P. Pedersen (Ed.), Routledge Handbook of Sport Communication (pp. 146–154). New York, NY: Routledge. Messner, M.A., Dunbar, M., & Hunt, D. (November 2000). The Televised Sports Manhood Formula. Journal of Sport & Social Issues, 24(4), 380–394.
Materials:	espnW, ESPN, and access to other websites such as Bleacher Report and Deadspin. Transcript of Q&A with South African journalist Romy Titus. Organista, N., & Mazur, Z. (2020). “You either stop reacting or you don’t survive. There’s no other way”: the work experiences of Polish women sports journalists. Feminist Media Studies, 20(8), 1110-1127. https://doi-org.ezaccess.libraries.psu.edu/10.1080/14680777.2019.1690020 Ewing, H., & Grady, R. (Directors). (2013). Branded [Television documentary]. In ESPN Nine for IX. Axon, R., & Schnell, L. (2022, June 3). 50 years after Title IX passed, most top colleges deprive female athletes of equal opportunities. USA Today (Online). https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fnewspapers%2F50-years-after-title-ix-passed-most-top-colleges%2Fdocview%2F2672650003%2Fse-2%3Faccountid%3D13158 Armour, N., Schnell, L., Jacoby, K., Berkowitz, S., & Luther, J. (2022, March 30). ‘They’ve had 50 years to figure it out’: Title IX disparities in major college sports haven’t gone away. USA Today (Online) https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fnewspapers%2Fthey-ve-had-50-years-figure-out-title-ix%2Fdocview%2F2644753144%2Fse-2%3Faccountid%3D13158 Laucella, P. C., Hardin, M., Bien-Aimé, S., & Antunovic, D. (2017). Diversifying the Sports Department and Covering Women’s Sports: A Survey of Sports Editors. Journalism & Mass Communication Quarterly, 94(3), 772–792. https://doi-org.ezaccess.libraries.psu.edu/10.1177/1077699016654443 Wasike, B. (2020). Jocks versus jockettes: An analysis of the visual portrayal of male and female cover models on sports magazines. Journalism, 21(10), 1432–1449. https://doi-org.ezaccess.libraries.psu.edu/10.1177/1464884917716818 Fink, J. S. (2015). Female athletes, women’s sport, and the sport media commercial complex: Have we really “come a long way, baby”? Sport Management Review, 18(3), 331–342. https://doi-org.ezaccess.libraries.psu.edu/10.1016/j.smr.2014.05.001 NCAA. (2022, January 19). Board of Governors updates transgender participation policy. https://www.ncaa.org/news/2022/1/19/media-center-board-of-governors-updates-transgender-participation-policy.aspx McCarriston, S. (2022, March 4). Title IX 50th anniversary. CBS Sports. https://www.cbssports.com/general/news/title-ix-50th-anniversary-what-is-title-ix-how-it-became-law-and-how-it-changed-athletics-forever/ The Obama White House. (2012, June 20). Title IX at 40 [Video file]. https://www.youtube.com/watch?v=3Jqj40dybSQ Good Morning America. (2022, January 22). NCAA announces new policy for transgender athletes [Video file]. https://www.youtube.com/watch?v=iOltxADOJ3s
Assignments:	Complete Lesson Quiz Complete all activities Case study

Lesson 15: Issues of Sexuality in Spectator Sport

Readings:	E-Reserves: Kian, E. M., & Vincent, J. (2013). Examining Gays and Lesbians in Sport via Traditional and New Media. In A. Billings and M. Hardin (Eds.), Routledge Handbook of Sport and New Media (pp. 342-352). New York, NY: Routledge.
Materials:	Granderson, L. Z. (2013, May 30).  To ask or not to ask. ESPN the Magazine. http://espn.go.com/espn/story/_/id/9315552/reporters-need-address-athlete-sexuality-avoid-homophobia-media-espn-magazine You Can Play Project. https://www.youcanplay.org/ SBNation/Outsports. https://www.outsports.com/ The Last Closet. https://www.youtube.com/user/TheLastCloset11 Woman Vision. https://www.womanvision.org/ Zirin, D. (2005, November 10). Sheryl Swoopes: Out of the closet—and ignored. The Tennessee Tribune, 16(43), B1. https://ezaccess.libraries.psu.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fnewspapers%2Fsheryl-swoopes-out-closet-ignored%2Fdocview%2F368893449%2Fse-2%3Faccountid%3D13158 Kian, E. M. (2022, April 8). Examining Media Framing of Openly gay NFL Player Carl Nassib. Sport Journal, p. N.PAG. http://ezaccess.libraries.psu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=156279432&site=ehost-live&scope=site Collura, F. (2020). Hegemonic Masculinities and the Fear of Being Gay in the NHL. In F. Jacob (Ed.), Sports and politics: Commodification, capitalist exploitation, and political agency (pp. 167-183). Walter de Gruyter GmbH. https://doi.org/10.1515/9783110679397-008
Assignments:	Complete Lesson Quiz Complete all activities

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 refer to Graduation at the Chaiken Center for Student Success.

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.

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Academic Integrity

According to Penn State policy G-9: Academic Integrity (for undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate courses), 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 or GCAC-805 Academic Integrity as appropriate). 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, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.

All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.

Information about Penn State's academic integrity policy 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.

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Student Success and Support Resources

The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:

• Finances—tuition, scholarships, and financial aid
• Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
• Enrollment and Registration—course planning, adding and dropping courses, and much more
• Course Work and Success—academic advising, tutoring, and other services
• Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more

Following are some key resources.

Student Disability Services

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services 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.

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.

Military Student Information

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.

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Additional Policies

 

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

1. 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.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. 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.
   1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
   2. 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.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. 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.

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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.