© Copyright and ownership of this material will at all times remain with Royal Roads University. 1

EECO503 2012 Course Outline

Faculty

Social and Applied Sciences

School

Environment and Sustainability

Program

Master of Arts in Environmental Education and Communication

Course Title

Communication for Environmental Communicators

Course Number: EECO503

Credits: 3

Calendar Description

EECO 503: Communication for Environmental Communicators (3 credits)

Introduces theory development and testing, as well as a range of interpersonal,

group/organizational and mass communication theories. Explores the theories from the context of

what they practically offer environmental communication campaigns and intellectually offer our

understanding of how we form notions about the environment in the first place.

Instructor

Name: Dr. Jennifer E. Good

Email: Jennifer.good@royalroads.ca

Phone: TBD

Course Administrative Contact

Dr. Richard Kool, MEEC Program Head

rick.kool@royalroads.ca (250) 391-2523

Course Start:

Course End:

Delivery Method

This course will involve collaborative learning activities during an on-campus residency. There

is also a two week pre-residency component.

Co-requisites

EECO500

Pre-requisites

There is no course pre-requisite although I am asking that you do two things prior to arriving at

Royal Roads University:

© Copyright and ownership of this material will at all times remain with Royal Roads University. 2

1. Read Bill McKibben’s book The Age of Missing Information before you arrive at the

residency (McKibben, B. (2006). The Age of Missing Information. New York, NY:

Random House Trade Paperbacks).

Write a paper on the theory and research of Bill McKibben’s Age of Missing Information:

Due to Moodle by 5pm June 29, 2012 – 10% (see details in the Assignment section

below)

2. Keep a one day “storytelling log” (see details in the Assignment section below)

Course Overview

This course will introduce you to “environmental communication.” When I tell people I study

“communication,” they often wonder what that means – and when I tell people that I am

especially interested in “environmental communication,” then they are really confused!

In essence what I’m interested, and what I want to explore with you, is how communication

(especially mediated communication) can help us make sense of our relationship with the

environment. I also want to explore the role that communication (especially mediated

communication) might play in changing that relationship.

In terms of the “mechanics” of your time at Royal Roads, I hope the course will help you see how

communication questions, and communication theories, are explored in research – and how you

might use such theories and methods to explore the communication questions that you have.

As such, I would hope that this course will provide opportunities to explore:

- our personal experiences at the intersection of communication and the environment

- the opportunities and obstacles afforded by a theory-based approach to the field of

“environmental communication”

- a range of communication theories/methods from the perspective of what they “practically”

offer us in our everyday environmental work/lives and “intellectually” offer our understanding of

how we form notions about the environment in the first place

- other goals can be refined/developed as we progress…

And finally…

I believe that the most valuable learning takes place when an experience allows us to understand

our relationship with the world – at whatever level – in a new way that addresses issues or

questions with which we have struggled (perhaps not even realizing we were struggling). Along

these lines, I would hope that by the end of the course you would:

- have a sense of empowerment and energy that comes from having thought about the world –

and our myriad relationships with the world – from fresh perspectives

- feel comfortable with – or, perhaps even better, know how to grapple with and critically

analyze – the relationship between communication and the environment

- be able to draw on a number of communication theories/methods and apply those

theories/methods in a wide range of contexts (especially environmental contexts)

Required Texts and Readings

Berman, M. (1989). The Reenchantment of the World. Bantam Books: New York, New York.

Introduction “The Modern Landscape” and Ch. 1 “The Birth of Modern Scientific

Consciousness” (1-35).

Carson, R. (1962). Silent spring. Boston, MA: Houghton Mifflin Company. Read it all if you

can, but otherwise: Ch. 1-3 (1-37); Ch. 17 (277-297).

© Copyright and ownership of this material will at all times remain with Royal Roads University. 3

DeLuca, K. (2009). Greenpeace International Media Analyst Reflects on Communicating

Climate Change. Environmental Communication: A Journal of Nature and Culture, 3(2), 263-

269.

Good, J. (2009). The cultivation, mainstreaming and cognitive processing of environmentalists

watching television. Environmental Communication: The Journal of Nature and Culture, 3(3),

279-297.

Good, J. (2008). The framing of climate change in Canadian, American and international

newspapers: A media propaganda model approach. Canadian Journal of Communication, 33(2).

Good, J. (2006). Shop ‘til we drop?: Television, materialism and attitudes about the natural

environment. Mass Communication and Society, 10( 3), 365-383.

Kasser, T. (2002). The high price of materialism. Foreword (ix-xiii), Ch. 7-9 (73-115).

Lakoff, G. (2010). Why it matters how we frame the environment. Environmental

Communication: A Journal of Nature and Culture, 4(1), 70-81.

McKibben, B. (1993 or 2006). The Age of Missing Information. New York, NY: Plume.

Merchant, C. (1989). The Death of Nature: Women, Ecology and the Scientific Revolution.

Harper & Row: San Francisco, California. Ch. 1 “Nature as Female” (1-41); Epilogue (290-295).

Milstein, T. (2009). Somethin’ tells me it’s all happening at the zoo: Discourse, power and

conservationism. Environmental Communication: A Journal of Nature and Culture,3(1), 25-48.

Nastasia, D. & Rakow, L. (2009) Keywords in Communication: What Is Theory? Conference

Papers -- International Communication Association, 2009 Annual Meeting, p1-38, 38p

Schor, J. (2010). Plentitude: The New Economics of True Wealth. The Penguin Press: New

York, New York. Ch. 5 “The Economics of Plentitude” (145-184).

Starosielski, N. (2011). ‘Movements that are drawn: A history of environmental animation from

The Lorax to Fern Gully to Avatar. International Gazette, 73(1-2), 145-163.

Todd, A. (2002). Primetime subversion: The environmental rhetoric of The Simpsons. In

Enviropop: Studies in Environmental Rhetoric and Popular Culture. M. Meister & P. Japp Ed.s.

Praeger Publishers, Westport, CT (p. 63-80).

Victor, P. (2010). Questioning economic growth. Nature, 468, 370-371.

Wolfe, D. (2008). The Ecological Jeremiad, the American Myth, and the Vivid Force of Color in

Dr. Seuss's The Lorax. Environmental Communication: A Journal of Nature and Culture, 2(1),

3-24.

Wright, R. (2004). A Short History of Progress. House of Ansai Press. Ch. V “The Rebellion of

the Tools” (107-132).

© Copyright and ownership of this material will at all times remain with Royal Roads University. 4

Required Readings by class with assignment due dates (see assignment details below)

Pre/early-residency readings

McKibben, B. (1993 or 2006). The Age of Missing Information. New York, NY: Plume.

***503 ASSIGNMENT: The theory and research of Bill McKibben’s Age of Missing

Information: Due to Moodle by 5pm June 29, 2012 (10%)

Monday July 9, 2012: The role of storytelling

- Berman, M. (1989). The Reenchantment of the World. Bantam Books: New York, New

York. Introduction “The Modern Landscape” and Ch. 1 “The Birth of Modern Scientific

Consciousness” (1-35).

- Carson, R. (1962). Silent spring. Boston, MA: Houghton Mifflin Company. Read it all

if you can, but otherwise: Ch. 1-3; Ch. 17

- Merchant, C. (1989). The Death of Nature: Women, Ecology and the Scientific

Revolution. Harper & Row: San Francisco, California. Ch. 1 “Nature as Female” (1-41);

Epilogue (290-295).

- Wright, R. (2004). A Short History of Progress. House of Ansai Press. Ch. V “The

Rebellion of the Tools.”

Please listen (“Lecture 5”) at: http://www.cbc.ca/ideas/massey/massey2004.html

Many interesting Short History of Progress links can be found at

http://en.wikipedia.org/wiki/A_Short_History_of_Progress.

***503 ASSIGNMENT: Storytelling log: Due to Moodle by 9am Monday July 9, 2012 (10%)

Tuesday July 10, 2012: The newness of mediated communication to tell our stories

- Pew Internet and American Life Project. Social Networking and Our Lives report can be

obtained from http://www.pewinternet.org/Reports/2011/Technology-and-social-

networks.aspx

- Putnam, R. (1994). “Bowling Alone” can be obtained from

http://archive.realtor.org/sites/default/files/BowlingAlone.pdf

- Watch The Social Media Revolution at http://www.youtube.com/watch?v=0eUeL3n7fDs

(also, check out statistics and citations at: http://www.socialnomics.net/2012/01/04/39-

social-media-statistics-to-start-2012/)

Wednesday July 11, 2012: Who tells today’s stories (and what stories do they tell)?

- Arnold, R. “Overcoming Ideology” can be obtained from http://www.cdfe.org/center-

projects/wise-use

- DeLuca, K. (2009). Greenpeace International Media Analyst Reflects on

Communicating Climate Change. Environmental Communication: A Journal of Nature

and Culture, 3(2), 263-269.

© Copyright and ownership of this material will at all times remain with Royal Roads University. 5

- Good, J. (2008). The framing of climate change in Canadian, American and international

newspapers: A media propaganda model approach. Canadian Journal of

Communication, 33(2).

- Todd, A. (2002). Primetime subversion: The environmental rhetoric of The Simpsons. In

Enviropop: Studies in Environmental Rhetoric and Popular Culture. M. Meister & P.

Japp Ed.s. Praeger Publishers, Westport, CT (p. 63-80).

- Watch Bill McKibben on Letterman at

http://www.youtube.com/watch?v=er9WlVgaWSM

Thursday July 12, 2012: The theories and implications of mediated storytelling

- Ewen, S. (1976). Excerpt from Captains of Consciousness: Advertising and the Social

Roots of the Consumer Culture can be obtained from

http://web.mit.edu/allanmc/www/ewen.captainsconsciousness.pdf

- Kasser, T. (2002). The high price of materialism. Foreword (ix-xiii), Ch. 7-9 (73-115).

- Good, J. (2006). Shop ‘til we drop?: Television, materialism and attitudes about the

natural environment. Mass Communication and Society, 10( 3), 365-383.

https://ezproxy.royalroads.ca/login?url=http://www.informaworld.com/openurl?genre=a

rticle&issn=1520-5436&volume=10&issue=3&spage=365

- Millennium Ecosystem Assessment. Living beyond our means, natural assets and human

well-being. Statement from the Board. [Access from

http://www.millenniumassessment.org/en/BoardStatement.html]

Friday July 13, 2012: Communication and Alternative Visions

- Barash, D. (2009). We are all Madoffs: Our relationship to the natural world is a Ponzi

scheme. The Chronicle of Higher Education, August 31, 2009. Obtain from

http://chronicle.com/article/We-Are-All-Madoffs/48182/.

- New Economics Foundation (2009). The (Un)Happy Planet Index 2.0:Why Good Lives

Don’t Have to Cost the Earth. Can be obtained from

http://www.happyplanetindex.org/learn/download-report.html.

- Schor, J. (2010). Plentitude: The New Economics of True Wealth. The Penguin Press:

New York, New York. Ch. 5 “The Economics of Plentitude” (145-184).

- Victor, P. (2010). Questioning economic growth. Nature, 468, 370-371.

Monday July 16, 2012: How would we communicate “enough”? How would we research our

impact? AKA: How do we know what we know?

- Communication theory one liners (to be distributed in class and available on Moodle)

- Lakoff, G. (2010). Why it matters how we frame the environment. Environmental

Communication: A Journal of Nature and Culture, 4(1), 70-81.

© Copyright and ownership of this material will at all times remain with Royal Roads University. 6

- Listen to the CBC Ideas podcast “How to Think about Science”

http://podcast.cbc.ca/mp3/thinkaboutscience_20080306_4919.mp3

- Nastasia, D. & Rakow, L. (2009) Keywords in Communication: What Is Theory?

Conference Papers -- International Communication Association, 2009 Annual Meeting,

p1-38, 38p

Tuesday July 17, 2012: Transmedia and sharing

- Gladwell, M. (2010). Small change: Why the revolution will not be tweeted. New York

Times Magazine. October, 4.

http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell

- Listen to Spark’s “DIY Living” http://www.cbc.ca/spark/2012/04/repeat-of-spark-

153-april-15-18-2012/

- Purcell, K., Rainie, L., Rosenstiel, T., & Mitchell, A. (2011). How mobile devices are

changing community information environments. Pew Internet in American Life Project.

http://pewinternet.org/~/media//Files/Reports/2011/PIP-Local%20mobile%20survey.pdf

- Watch Henry Jenkins http://www.youtube.com/watch?v=ibJaqXVaOaI

- Watch TEDxNYED – Henry Jenkins – 03/06/10

http://www.youtube.com/watch?v=AFCLKa0XRlw&feature=related

Wednesday July 18, 2012: Media literacy

- Check out the Campaign for Commercial-Free Childhood

http://www.commercialfreechildhood.org/

- Check out the Seven Sins of Greenwashing http://sinsofgreenwashing.org

- Fuller, J. Do car commercials greenwash? http://auto.howstuffworks.com/buying-

selling/auto-manufacturers-greenwash.htm

- Good, J. (2009). The cultivation, mainstreaming and cognitive processing of

environmentalists watching television. Environmental Communication: The Journal of

Nature and Culture, 3(3), 279-297.

- Milstein, T. (2009). Somethin’ tells me it’s all happening at the zoo: Discourse, power

and conservationism. Environmental Communication: A Journal of Nature and

Culture,3(1), 25-48.

- Starosielski, N. (2011). ‘Movements that are drawn: A history of environmental

animation from The Lorax to Fern Gully to Avatar. International Gazette, 73(1-2), 145-

163.

- Wolfe, D. (2008). The Ecological Jeremiad, the American Myth, and the Vivid Force of

Color in Dr. Seuss's The Lorax. Environmental Communication: A Journal of Nature

and Culture, 2(1), 3-24.

© Copyright and ownership of this material will at all times remain with Royal Roads University. 7

Thursday July 19, 2012: Group presentations of enough campaigns

***503 ASSIGNMENT 4 due: Due to Moodle by 10%

Friday July 20, 2012: Segue to online learning.

Unit Descriptions/Schedule

A daily schedule of the summer session will be distributed on ....

Major Topics to be Addressed in Class and through Readings

In no particular order…

- History of storytelling

- Content of communication theories (highlighting mass communication theories – i.e. cultivation

theory, agenda setting theory, spiral of silence – but looking at interpersonal and

organizational/group communication theories as well)

- The environmental/communication nexus and how one might research it

- New communication technology/transmedia and the environment

- The cognitive processing of environmental communication

- Materialism and environmental communication

- Media literacy

- Communication and social/environmental change

Learning Outcome Assessment Criteria

1. Communication

Outcome 1

1.1 Written Communication Communicate effectively in writing using several

media and techniques as specified in each course.

Outcome 2

1.2 Personal Communication Communicate effectively in person using several

media and techniques.

3. Human Interaction

Outcome 1

3.1 Human Interaction and

Leadership:

Facilitate effective work in teams

Outcome 2

3.4 Human Interaction and

Leadership

Demonstrate leadership in synthesizing, articulating,

and sharing a vision with others.

4. Theory and Practice

Outcome 1

4.1 Critical Thinking and

Research:

Apply critical thinking to the integration of

knowledge and practice.

Outcome 2

5.1 Theory and Practice of

Environmental Education and

Communication:

Be able to utilize a working fluency with a range of

theoretical and practical understandings of EECO

based on both historic and current literature and/or

examples of innovative programs

Outcome 3

© Copyright and ownership of this material will at all times remain with Royal Roads University. 8

5.3 Theory and Practice of

Environmental Education and

Communication:

Critically assess environmental education research

and applications in terms of their learning theory

underpinnings.

Outcome 4

6.2

Demonstrate through specific exemplars that

environmental communications is always about

communicating a value laden message to highly diverse

audiences with differing environmental perceptions,

knowledge sets, values, attitudes, interest levels and

contexts.

5. Program design and

implementation

Outcome 1

6.1

The extent to which practitioners understand, articulate

and have the ability to apply a range of strategies and

media to the planning, design, development,

implementation and evaluation of programs and

initiatives in a variety of contexts, using a range of ways

of knowing (including, but not limited to, affective,

aesthetic and/or spiritual domains), and leading, when

intended, to action strategies. Outcome 2

6.3 The extent to which practitioners can design specific

programs and experiences to enhance inter-relationships

between people-community-environment and to allow

reflection on those relationships.

Assignment and Evaluation Descriptions

1. The theory and research of Bill McKibben’s Age of Missing Information: Due to

Moodle by 5pm Friday June 29, 2012 (10%)

Bill McKibben’s book Age of Missing Information represents what, I think, is an interesting foray

into the world of environmental communication. I’m interested in knowing what you think. In

this paper, therefore, I’d like for you to explore what McKibben talks about in Age of Missing

Information paying particular attention to his theory and the research he uses to test his theory.

How long should it be? Four to six pages of double-spaced text. (There is no need to draw upon

any other sources.)

What are the expectations? This paper is a short warm-up writing and thinking exercise. I get to

have a chance to read your writing and share in some of your ideas, and you get to have a chance

to have some feedback early on...

Learning outcomes for assessment:

1.1 Communicate effectively in writing using several media and techniques as specified in each

course.

© Copyright and ownership of this material will at all times remain with Royal Roads University. 9

4.1 Apply critical thinking to the integration of knowledge and practice.

5.3 Apply in a range of contexts a working utilization of communication and education theories

or frameworks, including theories of cognition and learning.

2. Storytelling log: Due to Moodle by 9am Monday July 9, 2012 (10%)

For one entire day (from the moment you wake up to the moment you go to sleep) I would like

for you to track every story you are told and every story you tell. For the stories you receive, I

would like you to keep track of the source of the story, the intention(s) of the story (as far as you

can determine what the intention is) and the outcome(s) of the story (as you experience it). For

the stories you tell, I would like you to keep track of your intention(s) in telling the story and the

outcome(s) of the story (i.e. the outcome of the story as you experience that outcome). You will

probably have to keep notes during the day and then elaborate on those notes throughout the day

and/or elaborate on your notes at the end of the day. Ideally you will do keep your log on a

“usual” day in your life (i.e. before you leave home for Royal Roads).

How you define what constitutes a “story” is up to you, but I would encourage you to think

broadly and creatively about what falls into that category. In terms of exploring intentions and

outcomes of the stories you encounter, again, I encourage you to think broadly and creatively

(and have fun with it!).

At the end of the write up of your log I’d like you to reflect on the experience. Was there

anything about the process of logging and reflecting upon stories that surprised you? Was the

exercise interesting? Exciting?

How long should it be? Four to six double-spaced pages is fine (as is more... if you have a lot of

stories!). There is no need to bring in any outside sources.

What are the expectations? Well written thoughtful exploration will work well!

Learning outcomes for assessment:

1.1 Communicate effectively in writing using several media and techniques as specified in each

course.

4.1 Apply critical thinking to the integration of knowledge and practice.

6.2 Demonstrate through specific exemplars that environmental communications is always about

communicating a value laden message to highly diverse audiences with differing environmental

perceptions, knowledge sets, values, attitudes, interest levels and contexts.

3. Environmental communication blog: Start on Monday July 9th

; Due to Moodle by

5pm Thursday July 19, 2012 (25%)

Maybe you are already a blogger, maybe you read others’ blogs regularly, maybe you’ve never

seen a blog but you have a vague idea what they’re all about, maybe you aren’t really sure what

“blog” even means: this assignment is for all of you! You will create an environmental

communication blog (I suggest www.tumblr.com but I am open to other blog creation sites) that

will be your place for all things environmental communication for (almost) two weeks.

© Copyright and ownership of this material will at all times remain with Royal Roads University. 10

What will go on your blog? Anything and everything that sits at the intersection of the

environment and communication. Some of what you’ll want to share and explore will be

specifically related to what we’re doing in 503 (e.g. reflections on readings, thought about what

we did on any given day, how progress on assignments is going, ideas related to others’ posts,

etc.); some of what you’ll want to share and explore will be more generally related to

environmental communication (e.g. thoughts on readings we didn’t explore... but perhaps we

should have, interesting images and videos, music, poetry, etc.).

How long should it be? Hmmmm... that’s a really hard question. Showing engagement with what

we’re exploring is a good thing and at least some of showing engagement is about content (i.e. a

blank blog doesn’t show a lot of engagement), but more is not always better. Regular and

thoughtful engagement is great!

What are the expectations? A blog is a great way to explore ideas because there are so many ways

to explore ideas... your writing... sounds... images... others’ writing... sounds... images... As I said

above, regular and thoughtful engagement is great!

Learning outcomes for assessment:

1.1 Communicate effectively in writing using several media and techniques as specified in each

course.

4.1 Apply critical thinking to the integration of knowledge and practice.

5.1 Be able to utilize a working fluency with a range of theoretical and practical understandings

of EEC based on both historic and current literature and/or examples of innovative programs.

6.1 The extent to which practitioners understand, articulate and have the ability to apply a range

of strategies and media to the planning, design, development, implementation and evaluation of

programs and initiatives in a variety of contexts, using a range of ways of knowing (including, but

not limited to, affective, aesthetic and/or spiritual domains), and leading, when intended, to action

strategies.

6.3 The extent to which practitioners can design specific programs and experiences to enhance

inter-relationships between people-community-environment and to allow reflection on those

relationships.

4. Theory-based communication research proposal: Due to Moodle by 9am Monday

July 16, 2012 (20%)

Let’s say that you want to conduct research at the intersection of communication and the

environment. And let’s say that you don’t have to worry about the real world limitations of time

and money (within reason...). What would your environmental communication research look

like? This paper allows you to develop a theory-based environmental communication research

proposal! Lucky you!

How long should it be? The paper will probably be 10-12 double-spaced pages (not including the

cover page and reference section). The paper should make use of APA formatting. The paper

will also probably include the following sections:

- Abstract (approximately 100 word overview of your research proposal)

- Introduction (why this research is important)

- Literature review (this will be the bulk of your paper and should provide the theoretical

foundations for your paper)

© Copyright and ownership of this material will at all times remain with Royal Roads University. 11

- Research questions and/or hypotheses based on your literature review (your research

questions and/or hypotheses can be integrated throughout your literature review or in a

separate section)

- Methodology (how you will undertake your research and why)

- Any challenges that you foresee

- Conclusion

What are the expectations? There are ALL KINDS of (dare I say “very exciting”?!) discussions

happening “out there” about environmental communication. I would like for you to use this

paper as a way of proposing how you would join, and contribute to, one of those discussions. Not

all environmental communication discussions have a theory at their core, but many do, and I

would like for you to choose one of those discussions. A paper/proposal that works well,

therefore, will demonstrate that you done the groundwork, as it were, such that you make a solid

case for what has come before you and how your research would provide an important

contribution.

Learning outcomes for assessment:

1.1 Communicate effectively in writing using several media and techniques as specified in each

course.

4.1 Apply critical thinking to the integration of knowledge and practice.

5.1 Be able to utilize a working fluency with a range of theoretical and practical understandings

of EEC based on both historic and current literature and/or examples of innovative programs.

5.3 Apply in a range of contexts a working utilization of communication and education theories

or frameworks, including theories of cognition and learning.

5. Communication research consultants’ transmedia “enough” campaign presentation

– Due Thursday July 19, 2012 (time TBA) (15%)

On Friday July 13(!) you will be forming groups that will spend the next week or so developing a

transmedia communication/education campaign based on “enough.” What you do in this

campaign is entirely up to you and your group-mates but, as the title suggests, you will make use

of the transmediated context of our lives in your campaign. Then, on Thursday July 19 you will

share your work.

How long will it be and what are the expectations? Details TBA.

Learning outcomes for assessment:

1.2 Communicate effectively in person using several media and techniques

3.1 Facilitate effective work in teams

3.4 Demonstrate leadership in synthesizing, articulating and sharing a vision with others

4.1 Apply critical thinking to the integration of knowledge and practice.

5.1 Be able to utilize a working fluency with a range of theoretical and practical understandings

of EEC based on both historic and current literature and/or examples of innovative programs.

5.3 Apply in a range of contexts a working utilization of communication and education theories

or frameworks, including theories of cognition and learning.

6. Communication research consultants’ transmedia “enough” campaign paper – Due

to Moodle by 5pm Thursday July 19, 2012 – 20%

© Copyright and ownership of this material will at all times remain with Royal Roads University. 12

The second component of the transmedia communication/education campaign based on “enough”

will be a paper that you will put together as a group. Some of the requirements of the paper will

be dictated by the topic that you and your group-mates choose to explore. One required

component of your paper will be a research-based evaluation component that will allow you to

assess the success of your campaign.

How long will it be and what are the expectations? Details TBA.

Learning outcomes for assessment:

1.1 Communicate effectively in writing using several media and techniques as specified in each

course.

3.1 Facilitate effective work in teams

3.4 Demonstrate leadership in synthesizing, articulating and sharing a vision with others

4.1 Apply critical thinking to the integration of knowledge and practice.

5.1 Be able to utilize a working fluency with a range of theoretical and practical understandings

of EEC based on both historic and current literature and/or examples of innovative programs.

5.3 Apply in a range of contexts a working utilization of communication and education theories

or frameworks, including theories of cognition and learning.

Assessment Matrix

© Copyright and ownership of this material will at all times remain with Royal Roads University. 13

Assignment Due

Date

Learning Domain Total

Value

1.1 3.1 3.4 4.1 5.1 5.3 6.1 6.2 6.3

The theory and

research of Bill

McKibben’s Age

of Missing

Information

5pm

Friday

June 29

(Moodle)

5 2.5 2.5 10

Storytelling log 9am

Monday

July 9

(Moodle)

2.5 2.5 5 10

Environmental

communication

blog

5pm

Thursday

July 19

(Moodle)

5 5 5 5 5 25

Theory-based

communication

research proposal

9am

Monday

July 16

(Moodle)

5 5 5 5 20

Communication

research

consultants’

transmedia

“enough”

campaign

presentation

Thursday

July 19

(Time

and

place

TBA)

2.5 2.5 2.5 2.5 2.5 2.5 15

Communication

research

consultants’

transmedia

“enough”

campaign paper

5pm

Thursday

July 19

(Moodle)

5 2.5 2.5 2.5 5 2.5 20

© Copyright and ownership of this material will at all times remain with Royal Roads University. 14

Academic Policies

Grading Guide

Letter Grade Percentage Grade Point

A+ 90-100 4.33

A 85-89 4.0

A- 80-84 3.67

B+ 77-79 3.33

B 73-76 3.0

B- 70-72 2.67

F 0-69 0.0

Late Policy

Course assignments should be submitted no later than ten working days after the assignment due

date. Assignments received later than ten working days after the due date will not normally be

accepted and will be given an “INC” (Incomplete) grade. A penalty of 5% per day will normally

be applied to assignments submitted after the due date, leading to a maximum late penalty of

50%. Learners who fail to meet the assignment requirements of a course will be assigned a final

grade of ‘Incomplete’ (INC) and will normally be expected to acquire the course credits through

re-enrollment in order to satisfy the course requirements for the program. Learners wishing an

extension for individual assignments should approach the instructor in the first instance.

Extensions will only be granted under exceptional circumstances. Instructors will normally

consider any application for an extension on a case-by-case basis.

INC Clearance Policy

Learners who are awarded an “INC” grade will be permitted an opportunity to have that grade

converted to a “B-” through the writing of a special assignment, or through another mechanism

specified by the instructor in the course. All “INC” grades must be removed from the learner

transcript before approval to graduate is granted.

Learners will be assessed a fee of $150 to cover additional grading costs. If the outstanding

course work is not completed satisfactorily within 30 days of the course end date, a learner will

automatically receive a grade of F.

If the learner fails to clear an INC or series of INCs, they may be required to withdraw from the

MEEC Program, at the discretion of the MEEC Program Head.

Grading Policy

See General Academic Regulations in the current version of the RRU Calendar.