Are you curious about the role of mass media in Canada? Interested in how the mass media impacts Canadian life? Wondering about profit and loss in the media industry? Athabasca University has effectively answered these questions and more in its new Communication Studies course, Media and Power in Canadian Society (CMNS 202).

Cross-listed in the AU calendar as POLI 291, CMNS 202 enables students to have the opportunity to examine the role media plays in society, but ?within a specifically Canadian context,? commented course author Dr. Karen Wall.

Dr. Wall continued that CMNS 202 ?reflects the structure of most comparable undergraduate programs that examine themes of technology and society, and particularly how the mass media in particular work within pluralist, democratic societies to advance certain political and economic agendas.?

CMNS 202 contains 12 units, and is divided into four parts. Dr. Wall indicated that, from her experience, we are ?used to a ?mass media environment? and rarely step back to think about the role of the media in everyday life beyond simply ?what’s on tonight?.?

In response to this, CMNS 202 attempts to encourage students to consider other media-related details, including ?who exactly gets to decide what we consume, who we talk to, who is listening and who profits from all of that.?
Through the course, students examine the effects of the media on our ?cultural and political history.?

Additionally, students are taught to determine how ?politicians and businesspeople have used the media to further certain agendas and suppress others.? Dr. Wall commented that ?we’ve seen protesters on the news with banners and read blogs and indymedia reviews on the Internet; these are aspects of the mass media shaping Canadian life and linking us to the rest of the world.?

Dr. Wall encourages thoughtful questions for students: ?How can the media work for you, as a citizen? What are you learning about your country and the world? How much say do you have in it? Should the federal government be able to dictate the content of film, television, or even news reports by wielding power over funding??

The course material in CMNS 202 has been carefully selected to enable students to be aware of such thought-provoking questions.

The Canadian course content of CMNS 202 is particularly relevant to Canadians at AU, and for this reason is highlighted throughout the course. To quote Dr. Wall, ?As Conrad Black goes from the height of media moguldom to jail, citizens across the country protest CBC radio programming decisions, actors and directors unite to combat the threat of film censorship, multicultural and Aboriginal people demand an equitable voice in public affairs, and everyone wonders who will control the Internet, questions about the mass media are inextricable from others concerning the future of the nation.?

Student evaluation in CMNS 202 is derived from reading exercises (worth 30% of the total course mark); a timeline (weighted at 10%); a news summary journal (40%); and a final exam (20%).

The reading exercises are assignments that encourage students to focus on the ?role of the media in everyday life.? Dr. Wall indicated that students can pick from a highly diverse topic selection, with topics that ?range from the connection between customer loyalty cards, corporate profits and privacy protection, to the effect on popular culture and identity of the vast array of entertainment choices in movies, music, and television.?

The timeline is innovative in that it enables students to focus on one aspect of the media they find relevant or interesting. Potential areas that students could include in their timeline include ?Aboriginal broadcasting history, the development of film policy, the rise and fall of the CBC funding, the backstage drama of a major commercial television network, or the history of the Canadian recorded music industry,? suggested Dr. Wall.

Similar to the timeline, the journal likewise enables students to ?zoom in? on a particular media-related issue. Dr. Wall explained that, in addition, the journal allows students to ?get a sense of what the media are saying about the media, by running a personal ?mediawatch? with commentary.?

With this project, students may find, ?with any luck, a major scandal . . . unfold over the months a student is working on this assignment.? Even if this does not occur, students will benefit from the ?detective-style journalism? that the assignment cultivates.

CMNS 202 course author, Karen Wall, is an assistant professor of Communication Studies at AU. Dr. Wall has a diverse and extensive background in the subject area, beginning with her pre-AU years as a journalist, graphic artist, typesetter, photographer, copywriter, film art director, scriptwriter, theatre set painter, and museum designer.

She jokes, ?I consumed my share of Canadian content via print, audio, video, and live action, not to mention eavesdropping in public places.? As a result, she finds ?questions about such activities remain fascinating, which is why I like to ask them of students.?

Dr. Wall’s teaching experience began with teaching Canadian Studies, Leisure Studies, and Community Development programs at several institutions, and then teaching Communication Studies courses at AU. In January 2006, she joined AU’s Centre for State and Legal Studies. Currently, she teaches for AU’s new Heritage Resource Management program and has developed several of the new courses in this area, in addition to CMNS 202.

For more information on CMNS 202, visit the course syllabus.

Athabasca University’s new HUMN/MUSI 310 course, Western Music: Beginnings to Baroque, provides students with an in-depth appreciation, both written and auditory, of early Western music. The course structure features a timeline approach and examines music throughout periods in history, enabling students to observe and analyze the trends and variations in music over the centuries. Course professor and published author, Dr. David Gregory, is excited about HUMN 301 and the fantastic learning experience it offers interested students. His favourite aspects of this course are so numerous, It’s ?hard to choose!? he commented.

The course content of HUMN 310 consists of 13 units, each of which features a relevant musical ?era.? The first three units of the course explore the rudiments of early music in our civilization. Students focus on the music of the ancient world and common instruments of the time. The music of the Early and Central Middle Ages is also examined, with discussion on popular composers and background information on historical events at the time.

In Unit 4, students discuss music from the Late Middle Ages. This involves education about 13th century music theory (Frances Cologne and Ars Antiqua); also, students learn about the new Nova Ars style, which was becoming popular at the time. The featured musician in this era is Guillaume de Machaut; both his religious and secular music are examined.

Unit 5 explores pre-Renaissance music, starting with the Italian music at the time (Florence, Jacopo da Bologna, Francesco Landini, Guillaume Dufay). Students also learn about English music at this time, from the Old Hall Manuscript to Power and Dunstaple. Music in the French courts at the time is paralleled, as is the Low Countries music of the same era.

The Renaissance was a time of growth in the arts, and music was no exception. Dr. Gregory commented that the ?polyphonic church music of the Renaissance is some of the most beautiful music ever written…? His favourite Renaissance composer is Thomas Campion. ?Anyone who doesn’t know him and gets introduced to him through the course, is in for a treat,? he smiled.

The Renaissance unit in HUMN 310 also includes Renaissance madrigals, ?both Italian and Elizabethan/Jacobean,? says Dr. Gregory. Additionally, students will discover the Renaissance music in Italy, France, and the Netherlands. The unit also contains information on ?the instrumental music,? consisting of popular instruments and advances in music theory.

Unit 7 covers the time period of the Protestant Reformation. Music trends before and after this historical event are examined, enabling students to landmark differences. Pre-Reformation composers studied include Innsbruck music composed under Maximilian I, as well as the compositions of Hofhaimer and Isaac. Post-Renaissance music studied includes that of Luther and Johann Walter, as well as the music at the time in France, Switzerland, and the Netherlands.

Unit 7 would not be complete unless it also addressed the music of the Counter-Reformation, which it does in detail, focusing on Orlande de Lassus and the music at the Court of Munich; Giovanni Pierluigi de Palestrina; Tomas Luis de Victoria; and Spanish vocals.

Unit 8 delves into Tudor England and Late Renaissance Italy, focusing on the music and composers surrounding this era. Tudor music involved music in English courts at the time of King Henry VIII and the English Reformation; it also had gifted composers, including Tallis, Weelkes, and Bryd.

As with the majority of the units in HUMN 310, where applicable, students are encouraged to discuss the popular instruments of that time. Music in Late Renaissance Italy was achieved by some of the following composers studied in this unit: Gesualdo and also Monteverdi (his early music).

Units 10 to 12 are devoted to exploring the masters of the Baroque era. Students deepen their understanding of Baroque Italy, and the religious and secular music of the time. The Baroque music of Germany, France, and England are also explored, including a significant portion of the talented composers of each.

The final unit of HUMN 310 is reserved for Johann Sebastian Bach. In this unit, students will focus on Bach’s music from all aspects: keyboard, chamber, orchestral, cantatas, motes, oratorios, passions, and Masses. The ?early life and musical influences? of Bach are also considered, as are his phases of musical development.

The course evaluation of HUMN 310 consists of four oral assignments (worth 20 per cent total), two written assignments (20 and 25 per cent, respectively), and one final exam (weighted at 35 per cent).

The oral assignments are completed via telephone. Dr. Gregory emphasized that students find these short assignments highly useful because the assignments facilitate ?brief reviews of some or most of the important topics covered.? Oral assignment examples include a ?five-minute talk outlining the development of English music from Dunstaple to Purcell.?

Students are given significant leeway in the two essays in HUMN 310. The choice of topics is very broad, with the only restriction being that the topic chosen is in a specified music era. The first essay’s topic should be specific to the Medieval to Renaissance eras; for the second essay, students can write about any aspect of Baroque music.

Dr. Gregory encourages students to visit his bibliography page. Not only does this link give students an overview of Dr. Gregory’s personal history, enabling them to better know their professor, it also provides information on his radio program (CRUA), and other publications. Dr. Gregory’s most recent publication is a book featuring Victorian music, Victorian Songhunters, and he is currently authoring the sequel.

For more information on HUMN 310, visit the course syllabus here.

Athabasca University’s Centre for Science has expanded its Department of Astronomy and Astrophysics with a new introductory course on the subject. This course, titled Astronomy and Astrophysics (ASTR 210), provides students with a ?general overview of everything in the universe, from a science student’s point of view,? says course coordinator and developer of AU’s Geophysical Observatory, Martin Connors. ASTR 210 also features an exciting home-lab component, carefully designed to give students night sky simulations despite non-traditional lab delivery. As well, the cover photos on ASTR 210 materials are straight from AU’s geophysical observatory!

ASTR 210 contains five units, each of which discusses a different galaxy phenomenon. The course opens with unit 1 discussing our relationship to the cosmos over the centuries. Then, students are introduced to the ?tools of the astronomer,? with emphasis on mathematical formulas. Dr. Connors indicated that ASTR 210 uses ?more sophisticated math than ASTR 205,? another AU astronomy course, which is for students wishing more generalized knowledge of the universe. The next three units in ASTR 210 outline the solar system, planets, and known galaxies. This part of the course is Dr. Connor’s favourite. ?Despite its not being my own research specialty,? he explained, ?I find this part . . . very interesting.?

A three-credit course in the sciences, ASTR 210 does not have any prerequisites. However, taking the combination of ASTR 205 and the new ASTR 210 is equivalent to the ?six credits of introductory astronomy at many outside institutions,? indicated Dr. Connors.

Unique to ASTR 210 is its lab component. Most first-level astronomy courses in traditional university settings have an associated lab component, and Athabasca University’s ASTR 210 course is no exception. Dr. Connors indicated that ASTR 210’s lab component, which consists of detailed labs, enables students to gain astronomy lab credits while studying independently. ?In many [traditional university] astronomy courses,? he remarked, ?the lab is a visit to the university telescope. We cannot easily do that,? he continued, ?. . . so we give quite detailed lab exercises.? AU’s home labs use sophisticated planetarium software that simulates the large telescope experience of night-sky viewing for students, giving them an experience similar to taking the course and associated lab component from a traditional institution.

Course coordinator Martin Connors is the Canada Research Chair in space science, instrumentation, and networking. He has broad space-related research interests, recently developing the AUGO, AU’s Geophysical Observatory, which enables visualization of auroras and ?other sky phenomena.? Although he has tutored AU courses in the past, his current interest lies in developing senior-level astronomy courses for the Centre for Science.

ASTR 210 course grades are determined through five quizzes, worth 3% each; five lab exercises (worth either 5% or 10% each, depending on the exercise); and a final exam, weighted at 40%.

For more information, visit the course syllabus.

As AU`s course offerings continue to grow, Katie`s course introductions offer in-depth descriptions that can help students plan their programs. Interviews with professors bring colourful?and invaluable?details to her articles, and a fresh perspective that goes beyond most syllabi. This article originally appeared March 9, 2007, in issue 1508.

Are you planning to focus your undergraduate degree in educational studies? AU has recently launched EDUC 404 (Law and Ethics in Education), a senior level education course to ?provide an introductory understanding of the legal and ethical issues, and potential legal liability encountered by school principals, teachers and school administrators and counsellors,? according to course consultant Steven Boddington. This course, Boddington explains, is not one to ?make teachers experts in the law or ethics in education,? but one which helps give them a basis with which to make informed decisions and realize the ?important dimensions that are likely to impact their professional lives.?

EDUC 404 does not require a prerequisite, though AU’s educational studies staff recommend that students complete EDUC 301 (Educational Issues and Social Change I: Historical Social Perspectives) or EDUC 302 (Educational Issues and Social Change II: Current Debates) first. Boddington emphasizes that EDUC 404 is ?fully transferable to other educational institutions in Canada.?

Consisting of eight involved units, EDUC 404 begins with the study of teachers and ethical decision making. Boddington indicates that this is necessary, as it helps students become ?aware of the need for teachers to know the law and ethics in their field.? Students also explore Canada’s legal history, with a focus on education and how and why the current educational legislation came into being.

The next few units explore the ?legal framework that exists for the provision, regulation, and governance of education? in Canada, says Boddington, and practical knowledge of its application to teachers is emphasized.

EDUC 404 also explores the role of teachers in ?the comprehension, acceptance, and application of the legal and ethical principles? in today’s society, says Boddington, and students have the opportunity to ponder how Canadian society portrays expectations of ?ethically correct? teacher roles and how these perceptions can affect the profession.

The final units of EDUC 404 demonstrate how ?law and ethics in education are relevant to the daily practice of teachers and educational human service professionals,? explains Boddington. This includes the rights of both students and teachers, as well as responsibilities of the teacher, according to Canada’s Labour and Employment Laws. Students cover issues of diversity, equality, and fairness in the educational atmosphere. Other current issues, such as discipline and punishment in the classroom, and where to ?draw the line,? so to speak, are also debated. Additionally, topics like classroom controversy are discussed.

Student evaluation consists of four assignments and one final exam (worth 40%). The first assignment (worth 10%), consists of a multiple-choice online quiz, which is instantly computer marked for quick feedback. The next three assignments (worth 15%, 15%, and 20%, respectively) have essay components. The first is a ?medium-sized essay or two short essays?; assignment 3 is a ?long essay or case study?; and the last assignment consists of a ?mini research paper,? between 2,500 and 3,000 words in length. The passing grade in each assignment and in the course is 50%.

Course professor Andy Khan is a Professor Emeritus of Legal Studies at Athabasca University. He was AU’s first Chair of the Centre for State and Legal Studies, as well as the first director of University Research at AU. Previously, Khan occupied teaching posts in Australia, the United Kingdom, and Pakistan. Dr. Khan has published in a wide variety of legal and education journals, including the U.K.’s Business Law Review and the Canadian Chapter of the U.S. Yearbook of Law Education. Dr. Khan has authored three other AU education-based courses in addition to EDUC 404.

For more information on EDUC 404, see the course syllabus, and for information on the Centre for State and Legal Studies, visit the Centre homepage.

How do drugs affect the human body? What makes addictive compounds ?addictive?? What about hallucinogens? Why do neurodegenerative diseases elicit their particular symptoms? AU’s Centre for Psychology recently released a new course, PSYC 450 (Drugs and Behaviour), which, as its name implies, explores the relationships between pharmacological agents, human physiology, and human behaviour.

Course professor Dr. Trevor Gilbert, who is also now the Chair for AU’s Centre for Psychology, indicated that PSYC 450 ?deals with the effects of psychoactive drugs on the brain and behaviour.?

He explained that at first, PSYC 450 students explore the ?fundamental principles of pharmacology; that is, how drugs move through and affect the body.? This provides students with the foundational knowledge for the other course objectives, which are subsequently taught in the course’s 18 units.

For instance, neurotransmitters and their actions are explored, with emphasis on how drugs affect these ?brain neurochemicals.? Addictive drugs are included in this, since their primary mode of action is often related to actions on key neurotransmitters.

?Then,? Dr. Gilbert explained, the course ?examines the physiological and behavioural effects of recreational drugs like alcohol, nicotine, cannabinoids, and hallucinogens. Additionally, PSYC 450 explores the biological basis and treatment of various psychiatric disorders (e.g., depression, bipolar disorder) and neurodegenerative diseases (e.g., Alzheimer’s disease, Parkinson’s disease).?

Dr. Gilbert, who is keenly interested in distance education and online learning, has ensured an excellent learning experience in PSYC 450 for AU students. The course website is an easy-to-access area that provides students with course readings, a timeline, student manual, student course evaluations, and course downloads. Additionally, the website provides links for related resources and tutorials (including an exam demo!).

PSYC 450 uses a completely online interface for its marking scheme. This innovative technology not only quickens the marking process, but is student-friendly since it eliminates the hassle associated with locating testing centres to write exams and paying writing fees.

Student evaluation in PSYC 450 consists of five quizzes, worth 5% each, comprising a mix of multiple-choice and short-answer questions. Additionally, students write a term paper, worth 35% of the final mark. Dr. Gilbert indicated that the topics are ?wide-ranging . . . some ideas include the biological and neurochemical bases of affective disorders, the biological basis of addiction, and an examination of current illicit drugs.? The remaining 40% of PSYC 450’s evaluation scheme is the final exam, which, like the quizzes, is online.

Course professor Trevor Gilbert is currently the Chair for AU’s Centre for Psychology. He has excellent experience in the behavioural neuroscience field, and has published several papers.

In addition to PSYC 450, Dr. Gilbert is responsible for a number of other courses from AU’s Centre for Psychology: PSYC 333 (Sensation and Perception); PSYC 356 (Introduction to Personality Theories and Issues); PSYC 402 (Biological Psychology); PSYC 418 (Special Topics in Psychology); and PSYC 435 (Abnormal Psychology). He is also developing two more new AU behavioural psychology courses.

Dr. Gilbert, who achieved his BA (Honours) and MA from the University of Victoria, and his PhD from the University of Calgary, has a special interest in several key areas of neuroscience, including neural plasticity and epilepsy; neurodegenerative diseases; and neuropsychopharmacology and addiction.

For more information on PSYC 450, visit the course syllabus.

Athabasca University’s Centre for Language and Literature recently launched a new course to complement their ESL program: English for Business (ENGL 189). This course, which is a major revision of the former ENGL 187, is destined to give students insight into the language styles and writing common to the commerce world.

Although ENGL 189 might seem mainly useful for ESL students wishing to pursue a business education, course coordinator Veronica Baig indicates that this is not necessarily the case.

?The course attracts and is designed for both native and non-native English speakers,? she commented, emphasizing that AU’s one-on-one tutoring in courses ?allows instructors to respond to both sets of students.?

She continued that, although it might seem that native English speakers might have ?an edge over non-native speakers, unfortunately many native English speakers have [a] poor grasp of English grammar?they make different mistakes from the ESL students, but they all make mistakes!? Again emphasizing AU’s individual student tutoring, she recommends ENGL 189 for anyone, either native or non-native English speaking, to improve their business writing and communications.

ENGL 189 has eight modules, which target basic economics and accounting; labour relations and personnel management; marketing skills in English; ethics and related concerns; government and political issues; and, finally, international trade language.

Ms. Baig feels that a major ?plus? in ENGL 189 is its ?flexibility which it offers students to either concentrate on formal business writing, or to respond to general business/economics topics.? Although the assignments reflect learning in both these areas to promote a well-rounded business English learning experience, the course ?caters to both these needs.?

ENGL 189’s compulsory texts, English for Business Studies (MacKenzie) and Business English (Geffner), have been carefully selected for the course’s ?European/global audience,? indicated Ms. Baig.

She explained that ?there is a glossary in the textbook that provides translations of content-related vocabulary and idioms into French, German, Italian, and Spanish. There is also a CD with mini-lectures that are offered in several different English accents.?

Ms. Baig also mentioned that the course texts are ?supplemented with a wide variety of high-interest, business-related readings from Canadian sources: newspapers, magazines, and periodicals.?

AU has effectively targeted the ?loneliness factor? that many AU students experience, in that ENGL 189 students ?have the opportunity to participate in online peer-editing activities.? Although students are not obliged to take part in this, Ms. Baig is confident that this will help ensure that students stay connected.

Course evaluation consists of several components, the first being six business paragraph assignments, totalling 48% of students’ ENGL 189 course mark. Ms. Baig indicated that the paragraph assignments are designed to ?offer students the opportunity to respond to business/economic readings using a variety of rhetorical methods: process, cause-effect, comparison-contrast, [and] argumentative-persuasive.? Additionally, a summary paragraph is part of the assignment.

Another 12% of the course mark is for one case analysis. This assignment is designed in such a manner that students can choose one of five presentation scenarios that they would like to research.

The last two components of the ENGL 189 evaluation are one business report, worth 15%, and one final exam, totalling 25%.

Veronica Baig is the academic coordinator for ESL, and has been passionate about teaching English to foreign students ever since spending time in Austria and Kenya years ago. She shares that ?her ESL experience has been a very positive one . . . I enjoy helping newcomers to Canada achieve their potential and their goals by helping them improve their language and writing skills. Along the way, I have taught all levels of ESL and to students from nine to 90 years of age.? Currently at Athabasca University she coordinates the English skills courses, including ENGL 140, 143, 146, and 149; she also is responsible for AU’s ENGL 177, 187, and 155.

It is fitting to close this course introduction with a final thought from Professor Baig: ?…working with the wide variety of students who register for this course, and the other courses that I coordinate and tutor, is challenging, but very rewarding. In no other learning context would one encounter students from such amazing and varied backgrounds . . . I am often in awe of what some of my students have already done, and what they are trying to accomplish.?

More information on ENGL 189 can be found at the course syllabus webpage.

AU has recently welcomed a newly revised history course into their Centre for Work and Community Studies. This course, Girls and Women in Urban Canada (HIST 365), explores the role and life of Canadian women and girls in Canada from 1880 onwards.

Essentially, HIST 365 replaces AU’s previous HIST 364 (Women and Family in Urban Canada); since HIST 364’s last revision, there were a ?number of developments? in Canadian women’s history, explained course author Donna Belisle in an online interview. Due to this, she explained, ?we have therefore replaced HIST 364 with a new course that showcases these developments.?

?Essentially,? indicated Dr. Belisle, ?HIST 365 introduces students to the major themes in Canadian women’s history.? The course’s main focus is on urban Canadian women ?during a period of extreme social transformation.? Students focus on this in the course’s four units.

HIST 365 opens with a comprehensive introductory unit, ensuring that students are given an adequate foundation upon which further course knowledge will have the opportunity to build. Topics explored in the remaining three units include exploring women’s domestic responsibilities from 1880 to 1940, enabling students to form in-depth ideas of the expected workload of a Canadian woman during this time period.

?Between 1880 and 1940,? explained Dr. Belisle, ?Canadians witnessed urbanization, industrialization, and the rise of the modern state. These occurrences affected Canadian women in several ways.? HIST 365 enables students to become well versed in the challenges and triumphs of Canadian women during this time. Students explore the impact of racialization and immigration on Canadian women, as well as women and the labour activation movement. ?By exploring Canadian women’s responses to these events, the course teaches us about the gender of Canadian history, the consequences of modernization, and women’s various experiences prior to World War II,? indicated Dr. Belisle.

Evaluation for HIST 365 consists of two telephone assignments, worth 5% and 10% respectively. These telephone assignments, which are basically ?informal discussions with course tutors about the readings in the course package,? are interactive and fun, designed to help students gain maximum knowledge out of the course. HIST 365 evaluation also includes one essay assignment, worth 30%, and one final research paper, with a proposal and final paper combined weight of 55%. Essay and paper suggestions are varied, and include topics such as women’s domestic responsibilities; women’s voting equality; women and immigration; women and ethnicity in women’s history; women and political activism; juvenile delinquents; girl culture and popular culture; and motherhood.

Course professor Donna Belisle is well versed in Canadian history, having recently received her PhD in this area from Trent University. Her dissertation focused on consumerism and its influence on the Canada of today. Dr. Belisle has been published in the Canadian Historical Review; Journal of Women’s History; and Labour/Le Travail. Currently, she is pursuing a postdoctoral fellowship at the Centre for Women’s and Gender Studies at the University of British Columbia.

Recently opened in May, Advertising and Promotion (MKTG 420) ?emphasizes integrated marketing communication,? said course professor Chris Thorne, adding that the course focuses on the communication type ?seen in direct marketing, promotions, and advertising.?

For instance, Thorne explained, a product for sale at the store is a result of integrated marketing. For this product to be there, an extensive amount of public relations, sales, and promotions had to take place. This integrated marketing model, Thorne further explained, is a ?key pillar to the concept of marketing,? and fuelled the decision at AU’s School of Business to create MKTG 420.

?Without such a course,? he commented, ?an important part of the discipline of marketing was missing from the [AU] curriculum.?

MKTG 420 consists of six main units, with a total of 15 lessons. Each of the units, Thorne explained, covers each piece of advertising and promotion ?in sequence, and then covers it as a whole as well.? This provides students with the ?big picture,? as well as real-life illustrations.

The first two units introduce students to the basics of the concept of integrated marketing communications and its importance in the world of marketing. These units also focus on how consumers ?connect to integrated marketing,? and the models and strategies currently employed in the marketing field to maximize consumer interest.

The next four units in MKTG 420 follow a ?standard approach to marketing,? commented Chris Thorne. In Unit 3, students explore the decision-making stage associated with marketing, and delve into marketing strategies commonly used to promote products and services. Unit 4 focuses on how to ?deliver the message,? or, in other words, how to attract consumer attention. Students explore the pros and cons of television and media advertising, as well as the effectiveness of print, Internet, and other advertising tactics.

Through Unit 5, students learn about how, once products or services are advertised to the public, the integrated marketing model continues. Sales promotions are discussed, as well as further marketing and awareness strategies including public relations and media.

Unit 6, the last unit in MKTG 420, shows students the final ?control and monitor? step used in integrated marketing. Students learn how to determine the effectiveness of a marketing model, complete with evaluation skills. Implications of decisions, from both ethical and economic views, are discussed.

MKTG 420 resources include an online component, as well as a CD-ROM and text that Thorne feels is an excellent resource for students not only during the course, but also as a handy reference in future marketing work.

The assignments in MKTG 420, indicated Thorne, are designed to give students ?real-life? experience with the world of marketing, complete with integration. Students will have the opportunity to look at existing companies and their associated marketing programs, evaluate these, and suggest improvements using the standard business approach. Chris Thorne indicated that this will be achieved through case-study work, individual research, and/or ?living lab? experience, in which students actively look at ?real? companies? use of advertising and promotion to further their businesses. MKTG 420 assignments are approximately seven to ten pages long each.

Course professor Chris Thorne has been teaching university-based marketing courses for the past ten years. Starting in 1998, he taught strategic marketing at York University in Toronto for six years. After this, he joined the faculty at the University of Bahrain in the Middle East and focused on teaching a wide variety of marketing aspects, including sales and promotion, for two-and-a-half years. He has also taught marketing research and communications courses at Conestoga College and Wilfred Laurier University. Currently, Chris is the vice-president of Maritz Canada’s technological telecom research group, and is also a course professor at Athabasca University and York University.

For more information, visit the course syllabus at: http://www.athabascau.ca/html/syllabi/mktg/mktg420.htm

Take an early bird peek at one of AU’s new courses, Environmental Change in A Global Context (ENVS 243)! This course, which is also cross-listed as GLST 243, is tentatively scheduled to officially open to student registration within the next few weeks. Through an exciting blend of written and online media, ENVS 243 enables students to explore the myriad ways in which humans and their environment connect, and the effects of these interactions.

Unit 1 of ENVS 243 focuses on the currently debated topic of global climate change. Students explore the meaning of the words ?global ecosystem,? and are introduced to basic concepts related to current sustainability issues, ecological conservation, and restoration.

Units 2 and 3 focus on the atmosphere, including the ozone layer, surrounding our planet. Students learn about the atmospheric effects of the carbon and nitrogen cycles, and the effects of pollutants on the ozone layer. In addition, oceanic influences, including currents and temperature moderation, are discussed in relation to their direct and indirect effects on the atmosphere.

In unit 4, the main focus is greenhouse gases and their effects on global climate change. Through the course materials and readings, students learn about effects of a warming Arctic, and other environmental effects related to global warming. The Kyoto protocol is also discussed.

ENVS 243’s unit 5 focuses on biodiversity loss as a result of human interactions with the environment. Students have the opportunity to learn about the biodiversity index, and also hot spots of alarming decreases in species diversity. Students also explore issues related to species extinction and the implications of extinction.

During units 6 and 7, students are introduced to concepts related to energy and agriculture, and their effects on both the climate and the environment at large. This includes learning about the negative environmental effects of the petroleum industry, as well as discussing positive renewable energy options, including wind and solar power. Agricultural ecosystem topics include the effects of erosion and desertification, as well as current ideas in agriculture, such as permaculture. As well, students are introduced to the genetic engineering debate, with specific focus on its environmental impacts both for this generation and the next.

Unit 8 discusses the important topic of respect for ecological limits. Students are introduced to the concept of the ecological footprint and to natural capitalism solutions.

ENVS 243’s final topic focuses on an important environmental issue: sustainable development. Students explore why sustainable development is so important for the future health of our planet. Sustainable development guides, such as those from the Brundtland commission, are also discussed.

In addition to the student and study manuals for the course, ENVS 243 also has an exciting online component using its course home page. Students have access to a wide variety of internet links and other resources related to the different topics and sections discussed in each unit. These resources include articles from the EPA, WWF, and Environment Canada. Not only can these resources further a student’s learning experience in environmental science, but the ideas in these resources can help students decide on essay or assignment topics.

Environmental Science course coordinator Dr. Lorelei Hanson also tutors ENVS 252 (The Environment: Issues and Options for Action) and ENVS 435 (Case Studies in Environmental Protection). Her research interests include ?environmental history and the sociology of agriculture; land trusts; rural land management and conservation in Canada? (1). In addition, she has research focus on topics dealing with sustainability in the rural environment, and the various ecological relationships seen in such an environment.

Student evaluation in ENVS 243 consists of four assignments. Three of these assignments are tutor-marked exercises, worth 15%, 15%, and 20% respectively. The fourth assignment consists of a major essay, written on a self-chosen topic that is related to the material covered in the course. The essay has two components: first, a proposal outlining the student’s chosen topic and methods of approaching this topic in an essay format; and, finally, the essay component itself. The proposal is sent to the tutor for comments or suggestions prior to the writing of the essay, and it is marked on a pass/fail basis. The essay itself is worth 30% of the ENVS 243 course mark. The remaining 20% of the course evaluation is through a cumulative final exam.

For more information, visit the course syllabus at http://www.athabascau.ca/html/syllabi/envs/envs243.htm

(1) Athabasca University Centre for Global and Social Analysis. ?Environmental Studies Coordinators and Tutors.? http://envs.athabascau.ca/faculty.htm

Are you interested in Communication Studies and Mass Media? Athabasca University’s Communications Studies program has expanded to include a new communications course, Introduction to Mass Media (CMNS 201), to its list of ever-growing course offerings. According to course professor Dr. Evelyn Ellerman, CMNS 201 is the ?first of two introductory courses for our proposed Bachelor of Arts (Communication Studies),? and offers students an excellent learning experience through varied topics and an exciting online component.

CMNS 201 highlights the ?important relations between technology and society and between the mass media and society.? Over nine units, students focus on various key topics in the media. Students are also trained to focus on ?questions raised by the relations between these media and the field of public relations; by the globalization of information; and by the blanketing effects of media on society.?

Unit 1 acts as an introduction to mass media and communication, ensuring that students have the ?framework? upon which to build their knowledge of further material discussed in the course.

In unit 2, students discuss public relations, seeing how the field ?balances the ethical standards that support the practice of public relations against the ways in which they can be perverted by public and private interests.?

Units 3 and 4 discuss advertising and newspapers/magazines, respectively. The topic of unit 5, sound recordings, ?pays particular attention to ownership and control in the music industry.? Students also delve into the cultural effects of music, and the ?role of music in society.?

Units 6 and 7 familiarize students with radio and television media; in unit 8, students look at the widespread use of the Internet, with special focus on the ?social, legal, and ethical problems that this medium poses to society.?

CMNS 201 also has a new online textbook component. Students receive a ?print copy of the text, The Media of Mass Communication by Vivian and Maurin, along with its URL.? This URL enables students to access additional sections that have been added to the text to enrich the students? learning experience. For instance, students can access additional topics such as ?Media People,? ?Media Issues,? and ?Media Abroad? to ?broaden understanding and appreciation of the history of mass media and the thoughts of some of its key players,? says Dr. Ellerman.

Additionally, CMNS 201 also has audio and video components. Dr. Ellerman indicated that Dr. Aaron Bor has a ?wonderful ability to reach the first year student in a way that is accessible and interesting. It is appropriate that the course moves back and forth between the print and online formats, because that is what contemporary media ask us to do.?

Course authors Dr. Bor and Dr. Ellerman are both part of AU’s Communications Studies faculty.

Dr. Bor, previously professor of Communication Design at the California State University, Chico, is currently an Adjunct Professor at AU. Dr. Bor has worked extensively with video arts and multimedia workshops at the University of California at Santa Cruz. His awards for this work include those from the Santa Cruz Video Festival, California Intercollegiate Press Association, and the Broadcast Education Association. His previous clients include the Public Broadcasting Service, Canadian Broadcasting Corporation, National Park Service, as well as the State of California, and many more.

Dr. Ellerman is one of the pioneers of AU’s Communication Studies program, and was a driving force behind its conception in 1999. She has co-authored several AU Communications courses, including CNMS 301 (Communication Theory and Analysis) and CMNS 302 (Communication in History).

CMNS 201 has several assignments, as well as a final exam, the latter of which is worth 40%. According to Dr. Ellerman, the assignments are ?designed to give students a great deal of feedback throughout the course.? She explained that the AU faculty has found, over the years, that students ?prefer more frequent feedback and course assignments that are divided into smaller chunks,? a preference that is especially pronounced in 200-level courses like CMNS 201.

As a result, CMNS 201 has three essay assignments (750 words each), each of which is worth 8%. The essay topics are suggested in the assignment manual, and are many and varied. All topics focus not on the reading of the course material, but on the student’s ability to apply their readings to ?everyday life? situations. Essay topics include media debate issues, analysis of the ?construction and effectiveness of advertisements,? as well as ?assessment of the effectiveness of certain media in [the student’s] community.?

The remaining 18% of CMNS 201’s marking scheme consists of their choice of two unit study questions which focus on the unIt’s material. If students prefer, another option for these small assignments is a short discussion on the relevancy of the mass media theories discussed in the unit to ?the contemporary environment.? The unit study questions help facilitate quality student-tutor interactions, providing students with an excellent learning experience.

For more information, visit the course syllabus at: http://www.athabascau.ca/html/syllabi/cmns/cmns201.htm