Activity Title Time OrderProgram Name School of General Education (GE)Course CM107 College Composition IUnit No. Unit 03Course Outcome CM107-1 Compose original materials in Standard American EnglishOutcome / Unit Verification YesCategory of Activity Ungraded ActivityActivity from Other SourceType of Activity Group Discussion (Small Size)Keyword Search Time; order; process writingSet-up / Introduction Description This activity allows students to work with an order of events to see the

importance of transitional words and phrase in composition of written material.

Implementation Description First, the instructor will organize students in groups of 3 or 4.  Next, each group will compose a narrative based on an event with which they are familiar, such as the morning routine, preparations for a job interview, preparing a large meal, getting ready for bed, or preparing to exercise. These activities will all be described as time-based narratives.  The groups will create a list of the various activities which make up the event, and then together they will compose a paragraph describing the event. The groups will then scramble the order of events, and remove any "Tell-tale" transitions and hand the scrambled versions to another group, who must re-establish time order and add transitions. Students may use paper version of the paragraphs or simply use a Word document to reorder the key events. Once the second groups have the scrambled event, they will write their own version of the narrative, adding necessary transitions to create a smooth flow and order of activity. Once the second paragraphs are finished, the groups will read the new versions aloud and compare with the original version.

Debrief / Follow Up Description The instructor will then discuss with the class the importance order and transitional words and phrase when composing a process essay.

Materials and Resources Required

computers pens paper

Estimated Time Duration 1:00 - 1:15Submitted by Dr. Harriet DuerDate Submitted 10/26/2010

Telephone Number 207-221-8742Campus Location AndoverEmail hduer@kaplan.eduDocument ListStatus 04-Approved FinalStatus Date 2/15/2011Activity Rating  Activity Rating Comments  

Activity Title Where's the Art? A Virtual Scavenger HuntProgram Name School of Arts and Sciences (AS)Course HU300 Art and Humanities: 20th Century and BeyondUnit No. Unit 01Course Outcome 1. HU 300:01 Analyze selected examples of human expressionOutcome / Unit Verification YesCategory of Activity Ungraded ActivityActivity from Other Source  

 

Type of Activity Web ActivityKeyword Search Art, Culture, Human Expression, Creative Expression

Set-up / Introduction Description

This is an introductory activity designed to help students become familiar with various types of art and creative expression.  Before the class begins the activity, the instructor will briefly introduce the overall content and focus of the course, explaining that the purpose of the course is to explore the impact of creative expression on human beings and cultures, focusing primarily on art created in the modern era. The instructor explains further that the class will be studying examples of art and creative activity from the beginning of the 20th century to the present.   Next, the instructor presents an overview of different kinds of artistic expression by playing brief musical selections, showing clips of films and theater or dance performances, and visiting a museum website and taking a virtual tour of collection highlights from museums such as the Louvre, the Museum of Modern Art, or the Metropolitan Museum of Art.

 The instructor will show students examples of paintings, sculpture, photography, design, and architecture - all of which are available on the Collection Highlight areas of most major museum websites. (Note: a list of recommended websites is included in the Document List below). As an option, this activity can be assigned as homework from Unit 1 to conclude in Unit 2

Implementation Description Following the overview and virtual museum tour, the instructor divides the class into small groups. Next, the instructor gives each group a list of three different types of art or other creative activity.  The instructor explains that each group must find two different examples of the types of art or creative activity on its list by visiting a different museum site or other related website.  The instructor also supplies the class with links to a variety of museum and cultural websites. The goal of each group is to find three examples of each type of art or creative activity on its list, ideally identifying individual types which have been created during different decades of the 20th Century.  Each group should obtain a brief description of the art or performance, the artist(s) responsible for creating it, and, if possible, any critical commentary about the piece and any information on the impact this art or the artist may have had on society. When the groups have completed their virtual scavenger hunts, group leaders share their findings with the class by returning to the site on the classroom computer and showing the class the group's discoveries.

Debrief / Follow Up Description Ideally, this activity would take place in a computer lab, but it can also be conducted in a regular classroom with an overhead projector.  Students can complete their scavenger hunts in the library or on their own laptops, if these resources are available, and then return to the classrooms for their presentations During the presentations of each group's findings, the class can view the artwork or activities selected by the different groups and have the opportunity to listen to each group's descriptions and critical commentary about the various selections. The instructor will conclude the activity by emphasizing the importance art and other types of creative activity have had on human beings and cultures around the world, reflecting on the

examples the groups have discovered and presented to the class. 

Materials and Resources Required

 

Estimated Time Duration 1:00 - 1:15Submitted by Kevin KellyDate Submitted 5/24/2011Telephone Number 207-221-8732Campus Location Portland, MEEmail kkelly@kaplan.eduDocument List Museum websites:

 http://www.metmuseum.org/toah/works-of-art/

 

 

http://www.britishmuseum.org/explore/online_tours.aspx

 

http://www.mfa.org/explore/interactive-tours

 http://www.googleartproject.com/

Status 04-Approved FinalStatus Date 6/23/2011Activity Rating  Activity Rating Comments  

Activity Title First Impressions/ The Unknown Instructor / Bag Over My HeadProgram Name Campus Unique Courses (not offered online)Course CS121 Pathways to Academic SuccessUnit No. Unit 01Course Outcome CS 121-3: Describe reading, writing and communication techniques to

strengthen academic and interpersonal skills.Outcome / Unit Verification YesCategory of Activity Ungraded ActivityActivity from Other Source

Type of Activity Intro exerciseKeyword Search First Impressions/ Bag over my Head/ The Unknown InstructorSet-up / Introduction Description

This exercise is great for getting students immediately involved in the class. It creates an experience of the unexpected and it opens up a conversation about what they expect from their college experiences. It teaches them to think outside the box, to be creative, to not look at all classes and instructors in the same way. Working together through the communication method used in the activity will help to strengthen their interpersonal skills.

Implementation Description This activity should be done on the very first class. Where none of the students have ever met the instructor, I wait until the classroom is full and then I walk into the room with a briefcase and a paper bag over my head. The bag has openings for eyes, nose and my mouth. For the next 15 minutes I never say a word. Everything is done in pantomime. I open up my briefcase and take out printed name cards, with the students’ first names printed on them, and hold them up one by one looking for recognition. I then take the name card to each student and give them thumbs up upon receipt. After all cards are passed out, I then pass out the questionnaire (attached). I also hold up a sign that says the following: “Take out a pen or pencil and write out answers to these questions”. After about 5 minutes I tape my watch and then give them a "hurry up" sign. When I notice they are almost done I go to the front of the room and turn my back to them. I then say out loud. “I am now going to remove the bag from my head." I take it off and slowly face them and begin to smile. --The room will return the smile. We then go over the student's answers to the questionnaire. Side notes: Don't be surprised if no one talks during the initial bag session. It's normal to mimic the instructor. The students are very serious until they see you smile. They will mimic your smile also.

Debrief / Follow Up Description

This exercise is great for getting students immediately involved in the class. You have done the unexpected and it is a great way to talk to them about what they had expected from their college experience. It teaches them to think outside the box, to be creative, to not look at all classes and instructors in the same way.

Materials and Resources Required

Name tags or name tents for desks

Grocery Paper Bag

Attached QuestionnaireEstimated Time Duration 0:05 - 0:15

Submitted by Glenn L. WaltonDate Submitted 12/21/2010Telephone Number 207-774-6126Campus Location Kaplan / Portland, MEEmail glwalton@kaplan.eduDocument List First Impression Bag Questionnaire (attached) 

Status 04-Approved FinalStatus Date 1/26/2011Activity Rating  Activity Rating Comments  

Attachments First Impressions Bag exercise.doc    

First Impressions/Pathways to Academic Success

July 2010

What were your first impressions when I entered the classroom?

Did you form any value judgments about my appearance?

How do you react to people that you meet for the first time who are not like you?

With the limited time we have spent together, what can you tell me about myself before I remove the bag?

Activity Title What Would You Do?

Program Name School of General Education (GE)Course HU245 EthicsUnit No. Unit 01; Unit 10Course Outcome HU245-1: Identify contemporary ethical

issues.HU245-2: Analyze the effects of ethical decision making on human behavior.

Outcome / Unit Verification YesCategory of Activity Ungraded ActivityActivity from Other Source http://lamar.colostate.edu/~aejmcpr/

24hunt.htm 

Type of Activity Group Discussion (Small Size)Keyword Search EthicsSet-up / Introduction Description

This is an inventory designed to ask Ethical Questions during Units 1 and generate discussion and preview the course.  By Unit 10, students have discussed all prevalent ethical issues from the course.  So retaking this inventory gives the students an opportunity to do a self-evaluation of their personal ethics. I give the assessment as part of Unit 1 and then we retake the assessment during Unit 10.  In most cases, the student will see how their thoughts and ideas have changed over the 10 week period.

Implementation Description 1.     Unit 1

a.     Have the students take the inventory individually.

b.     After each student completes the inventory, the students can break into small groups (3-4) to discuss the results and how each person reached their conclusions.

c.     After the small group discussion, the instructor manages a class wide discussion.

                                  i.    I recommend discussing every question

                                 ii.    Instructors compile class-

wide data on the board, so students can get an overall view of where they stand.

2.     Unit 10

a.     Repeat the process above but asking students to say "why" they replied in that manner.

b.    Using the final data compare the second inventory to the Unit 1 results.

c.     During this discussion encourage the students to use the terminology and concepts of the course to compare these Unit 10 results with their initial inventory.

In most cases, the students love to see how they may have changed and how they have grown in the knowledge and use of Ethics.

Debrief / Follow Up Description

Using this inventory allows for students to personalize the concepts discussed in the course by allowing them to see any changes from the first to the last week of the course.  The instructor should complete both inventories with a discussion on how this relates to the course outcomes and review personal changes as outlined in the above implementation description.

Materials and Resources Required Ethics questionnaire handout

Estimated Time Duration 0:45 - 1:00Submitted by Thomas FrankenfieldDate Submitted 5/13/2010Telephone Number 402-Campus Location OmahaEmail tfrankenfield@kaplan.eduDocument List Attached handout

Status 04-Approved FinalStatus Date 4/7/2011Activity Rating  Activity Rating Comments  

Attachments Ethics Questionnaire Facilitates Discussion.docx    

Ethics Questionnaire Facilitates DiscussionTodd Hunt

Rutgers University

Ethics: Mine...Yours...Ours...Theirs. One of the tasks facing anyone who endeavors to help students learn about ethics in public relations is to get across the idea that achieving consensus on a universal standard of behavior is not a simple task. Why? Because each of us has different perceptions about what we would do when confronted with an ethical code.

Indeed, learning to appreciate that others approach ethical situations differently from the way we do is crucial to the discussion of ethics in the public relations classroom.

The selected bibliography at the end of this article includes several items of interest to the teacher planning a unit on ethics. In particular, Hunt (1982), Kopenhaver (1984), Martinson (1991), Masel Walters (1984), McElreath (1984), Pratt and McLaughlin (1988), Ryan and Martinson (1985), and Schwarzlose (1978) address the issue of challenging students to consider how their interpretations of ethics may differ from those of others, especially professionals with experience in the field of public relations.

In preparation for a session on ethics attended by fifty public relations professionals and two hundred students at Rutgers University as part of the annual "PR-EXPO" career day sponsored by the campus chapter of the Public Relations Student Society of America, a questionnaire with seven ethics situations modeled on real news stories was mailed to fifty professionals and administered to two-hundred students in their public relations courses. At the session attended by those same respondents, the seven ethics situations were debated in a "town meeting" format. To provide a database for the discussion, the two-hundred fifty participants were provided with a summary report that indicated the responses of the students and the professionals. Both documents are reproduced at the end of this article.

The same questionnaire has been used subsequently for an ethics workshop at a regional PRSSA conference hosted by the Rutgers chapter, as well as in the Principles of Public Relations classroom to introduce the module on ethics. In some situations, the survey is taken by mail a few weeks in advance of the event, and the results are tabulated for distribution to the audience. In the classroom, the information may be gathered one class session in advance, or at the beginning of the ethics module.

The questionnaire serves the following purposes:

a database of information is absorbed by participants in advance; participants commit themselves to expressions of their views about how ethics are viewed

by themselves and by others prior to the discussion;

the variety and complexity of ethical situations are suggested;

participants are invested in the discussion from the moment it begins, and

ethics can be more readily viewed in shades of grey rather than black and white.

Instructions and printouts of results for the questionnaire should state that the survey represents the opinions of those attending the ethics discussion, not a scientific sample of any population. Similarly, the instructor or the discussion moderator may wish to point out that the seven cases are representative of typical public relations situations, but do not necessarily represent the entire spectrum of ethical dilemmas. Most of the situations involved ethical choices involving publics external to an organization. An entirely different set of situations could be developed for situations involving employees and other internal or specialized publics.

The materials in this article are not copyrighted, and the author encourages readers to modify the concepts and content to fit the needs of the classroom or professional workshops. It is important not to demand or expect that the results will be the same with each class or group. The purpose of the questionnaire is to spur discussion. Given the many levels and nuances of ethical approaches, that discussion can and should lead in any of several directions.

Teaching Ethics: A Selected Bibliography

Bissland, J. H. & Rentner, T. L. (1989). Education's role in professionalizing public relations: A progress report. Journal of mass media ethics, 4(1), 92-105.

Black J. & Steele, R. (1991). Professional decision-making and personal ethics. Journalism educator. 46(3), pp. 3-17.

Brown, L. W. (1984, Summer). Frills add spice to ethics course. Journalism Educator. 39(2), pp. 25-26.

Christians, C. G. (1978, April). Variety of approaches used in teaching media ethics. Journalism Educator. 33(1), pp. 3-8.

Christians, C. G. (1985, Summer). Media ethics courses have increased since 1977. Journalism Educator, 46(2), pp. 17-19, 51.

Cooper, T. W. (1986) Communication and ethics: The informal and formal curricula. Journal of mass media ethics. 2(1), 71-79.

Elliott, D. (1991). Moral development theories and the teaching of ethics. Journalism educator, 46(3), pp. 18-24.

Hunt, T. (1982, Spring). Raising the issue of ethics through the use of scenarios. Journalism Educator, 37(1), pp. 55-58.

Hunt, T. (1984, Summer). Will ethical behavior benefit an organization? Students can learn by trying to convince others. Public Relations Research and Education. 1(2), pp. 56-59.

Kopenhaver, L. L. (1984, Autumn). Local journalists teach PR students about news ethics. Journalism Educator, 39(3), pp. 17-19.

Jaksa, J. A. & Pritchard, M. S. (1988). Communication ethics methods of analysis. Wadsworth Publishing: Belmont, CA.

Martinson, D. L. (1991). Can we teach public relations students to be ethical practitioners? Paper presented to PRD/AEJMC.

Masel-Walters, L. (1984, Winter). Playing the game: Ethics situations for public relations courses. Public Relations Research and Education. 1(1). pp. 46-54.

McDaniel, C-G. (1983, Autumn). How to teach ethics in the intro course. Journalism Educator. 38(3), pp. 16-19

McElreath, M. P. (1984, Winter). Using the nominal group technique to teach ethics in public relations. Public Relations Research and Education. 1(1). pp. 55 60.

Pratt, C. A. & Rentner, T. L. (1989, Spring). What's really being taught about ethical behavior. Public Relations Review. 15(1), pp. 53-66.

Pratt, C. B. & McLaughlin, G. W. (1988). Ethical inclinations of future public relations practitioners. Paper presented to the Public Relations Division, Association for Education in Journalism and Mass Communication Annual Convention, Portland, July 1988.

Pratt, C. B. & McLaughlin, G. W. (1989). Ethical inclinations of public relations majors. Journal of mass media ethics. 4(1), 68-91.

Ryan, M. &Martinson, D.L (1985, Summer). Exercise helps students to judge ethics choices made by PR professionals. Public Relations Research and Education, 2(1), pp. 48 52.

Schwarzlose, R A. (1978, April). Socratic method adds zest to ethics, law classes. Journalism Educator. 33(1), pp. 9-13.

Stacks, D. W. & Wright, D. K. (1989). A quantitative examination of ethical dilemmas in public relations. Journal of mass media ethics, 4(1), 53-67.

Thoman,C. (1989,Spring). Media education: Agenda for the 90s. Media Ethics Update, 2(1), pp. 8-9.

INSTRUCTIONS:

This is not a "scientific survey." It is a poll of students and public relations professionals to determine their perceptions of how PR people should and will act in certain situations.

Read the paragraph that describes each situation. Then read the choices of action that follow. Make two marks, as follows:

X Put an "X" to mark the choice that best reflects your personal feelings.

P Put a "P" to mark the choice that best reflects the action or opinion you would expect from most PR practitioners.

Note: You may put "X" and "P" on the same line.

You may add a different response under "Other."

1. Your PR agency prepares a "legislative kit" that includes model legislation for a law that would make galvanized steel garbage cans mandatory in municipalities. You prepare this packet of materials for your client, a large steel company. Should the kit mention that the sponsor of the information is a steel company?

o There is no need to identify the client-sponsor. o The client-sponsor should be identified in the most obscure way possible.

o The client-sponsor should be identified prominently.

o Other:

2. Johnson & Johnson chairman James Burke criticized television stations that re-showed footage of a funeral in Chicago after the first Tylenol incident as part of the coverage of the second Tylenol incident. Should Burke have "taken on the media" at this critical point?

o He would have done better to wait until it was over. o He did correctly, and the criticism was useful.

o He should have been even more aggressive to show that J & J was very upset about the "scare tactics."

o Other:

3. You are the PR director for a food-processing company. The firm is about to roll out a new butter-substitute product. Your PR agency suggests that the food press be invited to a luncheon at the Four Seasons in New York that will feature the new product as used by the restaurant's chefs. The full-course meal will be accompanied by cocktails and wines. Is this an appropriate promotion?

o It constitutes "corrupting the channels of communication" because of the value of the free meal given to the journalists.

o There is nothing wrong with the promotion, because it is a legitimate demonstration of the product that has new value for the journalists.

o Other:

4. You are the PR director for a large defense contractor. The Congressman for the district where your main plant is located will tour the facility with your CEO in a few weeks. The CEO directs you to set up "a first-class dinner" at the country club where the CEO is a member so that the Congressman can be entertained after the tour. The husbands and wives of important subcontractors and large stockholders are to be invited, as is the Congressman's wife. It is proper for the company to put on such an affair?

o No o Yes

o Other:

5. You are the publicist for a touring professional sports team that will play in a pre-season exhibition game with an area team. The owner of the team suggests that you send 20 complimentary tickets to each of the daily newspapers in the state, for distribution to their staff members. Would you comply with the request?

o Yes o No

o Other:

6. You are about to enter the conference room of a local business where you hope to land the account as the PR agency handling external relations. As you enter, who should exit but another PR agency' s head, whom you know to be a big gambler who lost a previous account because he spent most of his time at the casinos and didn't finish work on time. Once inside, you are asked

by the managers of the firm: "This guy we just finished talking to says he has a reputation as the most dependable agency in the state...can you make the same claim?" Do you take the opportunity to let the prospective client know that your competitor has a rather seedy reputation in PR?

o You have to steer clear of the opportunity to let them know the truth about the other guy and just try to put yourself in the best light.

o You would be justified in saying: "Since you asked, I think I should tell you that he is a gambler who doesn't treat his clients well."

o You would be justified in saying: "I don' t like to say bad things about my competition, but let me suggest that you talk to his earlier clients, because I understand they're not so satisfied."

o Other:

7. Your agency has just about convinced an automobile dealer to use your PR services. Then the owner says: "I know that incentives make my sales people work harder. If you get me on the front page of the New York Times auto section, I'll agree to give you a new car at cost, which could save you a couple of thousand dollars!" Is it a deal?

o Yes o No

o Other:

RESULTS:

 

SITUATION: A PR firm prepares a 'legislative kit" with model legislation for making steel garbage cans mandatory. Should the fact that their client is a steel company be mentioned?

A slight majority of professionals said they would identify the sponsor prominently, and they thought other professionals would do the same. But a quarter of the professionals suggested that the client identification could be relatively obscure.

Over two-thirds of the students (69%) said they would identify the sponsor prominently, but they thought that only 41% of the professionals would do the same.

(NOTE: One out of eight professionals offered "grey area" responses, pointing out mitigating circumstances. Only two percent of the students chose "other" as a response. Across the survey (except for one item noted below), almost all of the students selected one of the answers

suggested on the survey, while usually about 10 percent of the professionals opted to explain their position under "other. ")

SITUATION: J & J Chairman, James Burke, criticized television stations for showing file footage of funerals that followed the first Tylenol episode when the second episode occurred.

Overwhelmingly, professionals and students thought that his criticism was warranted, and that others would agree.

SITUATION: A food company introduces a new product at a luncheon for the food press at the Four Seasons, with a full-course meal, cocktails and wines.

Three-quarters of the professionals found the promotion to be appropriate. Sixty percent of the students agreed, but they correctly predicted that more like 70% of the professionals would find the situation ethical. This was the one situation where nearly 20 percent of students marked "other" and raised questions about whether the full meal with drinks was really appropriate.

SITUATION: A defense contractor puts on a fancy dinner for the Congressman and his wife and subcontractors and their wives.

Only a slight majority of students thought this proper.

While 61% of the pros agreed, they predicted that 76% of the other pros would find the action acceptable.

SITUATION: The sports publicist is asked by the team owner to give an abundance of free tickets to the local media.

Students predicted correctly that nearly 80% of the pros would okay this, and 69% of the students agreed that it was okay. (Note: Some journalism ethics codes decry the practice of giving free tickets to other than working sports reporters.)

SITUATION: The principal of a PR firm is given an opportunity to criticize the competition during his own new-business pitch.

Here's the big one! Sixty percent of the professionals said "you have to steer clear of the opportunity to knock the opposition and just put yourself in the best light," as opposed to only a quarter of the students. Almost 70% of the students liked the idea of hinting that "you might check with the other guy's unsatisfied clients," whereas only a third of the pros thought that was the best option. Absolutely no pro said it was okay to level charges about the opposition, but 10% of the students thought the pros would do just that.

SITUATION: An auto dealer suggests an "incentive" scheme based on the PR firm's ability to get news on the front page.

Total agreement: 71% of students and pros said "no"and assumed other pros would agree.

This "unscientific survey" was taken in mid-March, 1986. Approximately 50 professionals and 200 Rutgers students were sampled. Most of the professionals are members of the New Jersey chapter of Public Relations Society of America. All students were enrolled in public relations courses, with about half intending to pursue careers in public relations.