Southeastern Oklahoma State UniversityContemporary Issues Management –MNGT. 5453

Syllabus – Summer 2014

INSTRUCTOR: Robert Howard

Class Time and Location: Web Based

Campus Office:Rm. 106 Russell Bldg. Campus Phone: 745-2042

Campus Office Hours: 9:00 to 12:00 / 1:00 to 3:00 -- MTWT

Cell Phone:(580) 579-1828

E-Mail Address:SE- rhoward@se.edu

Required Material Text: LAW & ETHICS IN THE BUSINESS ENVIRONMENT 7th edition. TERRY HALBERT / ELAINE INGULLI. ISBN# 0-538-47351-7

Handouts and other Study Materials: Additional written materials will be posted on

“Blackboard”

Optional Material:

None

Other Resources and Locations:

Additional explanations and interactive websites for content covered in this class are available under External Links, located on the left-hand side of the Blackboard menu. The websites are listed by concept (when available) and have additional information to enhance your understanding of the material. You are encouraged to visit these websites, especially if you’re having difficulty.

Catalog Description: This course has been designed to enable graduate students to explore selected leading-edge issues in global business and organizational environments. It provides an opportunity to relate state-of-the-art management concepts to practical situations. The graduate student will gain a greater understanding of the applications of current management practices and techniques to contemporary business issues

Prerequisites:

Graduate Status

TECHNICAL REQUIREMENTS:

Most quizzes and exams are offered via the Internet using Blackboard. The use of dial-up connections often leads to technical problems associated with the completion and submission of assignments. Students should use only broadband connections when utilizing Blackboard components. Failure to use broadband could result in technical issues that can not or will not be resolved by the instructor and could eventually result in the failure of the student to receive credit for assignments surrounded by these technical issues. Minimum Technical requirements can be viewed on the Blackboard website at:http://homepages.se.edu/online-learning/technology/system-requirements/

NETIQUETTE (INTERNET ETIQUETTE):

You will be expected to follow a few general guidelines when posting online. You can view these rules using the following link:http://homepages.se.edu/online-learning/technology/communication-netiquette/

LIBRARY AND INFORMATION RESOURCES: Available through the Southeastern Online

Learning website or http://www.se.edu/online-learning/student-services/

COURSE OBJECTIVES:

The objectives of this course are: 1. Describe the role, rights, and responsibilities of Corporate Governance, 2. Explain Employment-At-Will, 3. Explain privacy within today's technology, 4. Define reasonable accommodations of disabled workers, 5. Understand the responsibility of global climate change, 6. Explain the differences between free speech and commercial speech, 7. Explore Corporate Social Responsibility (CSR).

ALIGNMENT WITH STANDARDS:

After this course each student will know, understand and explain, 1) the role, rights, and responsibility of Corporate Governance, 2) Employment-At-Will, 3) privacy and today's technology, 4) reasonable accommodations of disabled workers, 5) responsibilities of global climate change, 6) the differences between free speech and commercial speech, 7) Corporate Social Responsibility (CSR).

Learning goals.

This course will be aligned with goals 1, 2, 3 and 4 from the John Massey School of Business MBA Learning Goals. The goals were developed by a group of stakeholders and are consistent with the requirements of AACSB International.

JMSB Learning Goal #1-oral and written communicationDemonstrate communication competence in editing and reviewing the work of others, writing papers for publication or presenting project proposals and completed work via text and/or PowerPoint presentations posted to Bb.

Meets the JMSB Learning Goal 2: To Use Appropriate Analyses to Screen and Analyze Data to Improve the Operation of an Organization.

JMSB Learning Goal #3-work effectively in a team Meets the JMSB Learning Goal #4-critical thinking and problem solving

COURSE FORMAT: Students will collaborate with the instructor and each other via the online tools provided by Bb, including discussion boards. All assignments, instructions, and explanations will be posted to Bb as course information, course documents, and course assignments.

Please be advised that as this is an 8-week course, we move at a very fast pace and students need to be able to complete the usual semester workload in half the time, so plan ahead!

Ethical Perspectives – Students will be responsible for keeping abreast of the Legal and ethical news in emerging markets since corporate ethical issues, relating to businesses in the news will be discussed.Global Perspectives – Foreign and domestic business norms and values will be discussed as well as other global issues as they arise.Demographic Diversity Perspectives – Diversity in the workplace will be discussed specifically when considering sub-cultural influences on management style.Political, Social, Legal, Regulatory, and Environmental Perspectives – Social influences are discussed in the context of managing people and change. Legal, regulatory, and environmental issues are discussed in the context of FTC concerns as well as other regulatory issues and the constraints and opportunities resulting from environmental change.

METHODS(S) OF INSTRUCTION:

This course is an online class and will utilize Blackboard and the University network for all course work.

COURSE REQUIREMENTS and STUDENT RESPONSIBILITIES:

Students are expected to have read all assigned reading prior to assignments as listed on the course schedule and are expected to participate actively in class discussions, exercises and projects. Class discussions provide the opportunity to practice using the online discussion components of Blackboard and allow for interaction between students and faculty. Comments

should 1) help others feel safe about participating; 2) show curiosity and a willingness to experiment; 3) make or raise issues that are relevant to the current focus; 4) offer support for arguments and; 5)take into consideration the ideas already offered by others.

MODULES –

There are four modules, located on the Blackboard Home page tabs, containing all course exercises. Cases, Assignments, Quizzes and Essays are contained in the sub-modules. The module exercises will be opened for approximately two weeks at which time the module will close and the next module will open. The only exception is the “Justice: what’s the right thing to do” videos which will remain open for three weeks.

QUIZZES and ESSAYS-

There is a potential for four quizzes with four essay components during the semester on information from the text and additional information presented online. Make-up quizzes will not be given for any reason. Quizzes will be on the internet for a specified period of time. Once you begin a quiz, you must finish. Blackbord will not allow you to exit a quiz and start again. Quizzes should not be printed or copied. Quizzes will be 90 minutes. Students that exceed the time allowed will receive only half credit for those questions they respond to correctly.

WRITING ASSIGNMENTS & DISCUSSION BOARDS:

There is a potential for 4 discussion boards. Discussion boards will be available on Blackboard and there will be a specified time for posting original responses as well as peer responses. In order to receive full credit students must make a meaningful initial post pertaining to the requested information. Failing to meet the deadlines for posting initial and peer responses will result in zero credit for the assignment.

VIDEO LECTURES:

There are two “Justice: what’s the right thing to do?” video lectures By Dr. Michael Sandel. Watch the videos then write a one to two page paper discussing your position pertaining to the ethical dilemma. Do you agree more with Consequentialist Moral reasoning or Categorical Moral Reasoning and explain why. Discuss the second video in the same manner; for example, give you opinion on utilitarian logic.

Major PROJECT: “Code of Ethics” or “Critical Incident” paper

For the "Code of Ethics" project, you can work in groups of Two, Three or by yourself. There are 13 students, so I would prefer seven groups of two. Pick a business you have used in another class or one you are familiar with. Conduct some research to see if a code of ethics exist. As long as you "Cite" your reference, I will allow some flexibility. Although, you will need to tweak it with what you learn from our study, i.e. what theory are you basing your "Code of Ethics" on, Free Market,  Utilitarianism, Deontology, What things do you disagree with.    

For example I am a member of the Project Management Institute (PMI). Their code of ethics can be found at http://www.pmi.org/About-Us/Ethics/Code-of-Ethics.aspx about half way down the page where it says "click here" for code of ethics.

I want your team to write a code of ethics for a company or organization you plan to manage. It should be four (4) or five (5) pages, no more than ten (10). You will need to tell me which Ethical Theory you are using to base your code of ethics.   

Cover page with team member’s names.

Turn in ONLY one copy per team.  

Double spaced

Times New Roman

12 font  size

For the “Critical Incident” paper

GROUP DISCUSSIONS

The Discussion Board will be utilized for group discussions

GRADES for the CLASS SHALL BE BASED ON the FOLLOWING:

This course is based on total point accumulation. The Blackboard grade book will provide a score for each assignment as well as the points possible for that assignment. The grade scale will be standard based on the following percentages:A=90% of total points possible or aboveB=80%-89% of total points possibleC=70%-79% of total points possibleD=60%-69% of total points possible

CHANGE IN SYLLABUS, ASSIGNMENTS, and COURSE REQUIREMENTS:

The instructor reserves the right to change or modify any matter contained in the Syllabus, the Assignments, or the Course Requirements and will notify the students of such changes in the announcement section of Blackboard.

ATTENDANCE:

This is an online course but it does require frequent and active participation. I expect you to log in every day during the semester. There will be a schedule posted but updates to the schedule and additional information will often be provided as an announcement on Blackboard. If you do not log in and view these changes, you could potentially miss the announcements and/or assignments. Just as in a standard class setting, my announcements take precedence over

syllabus and schedule postings. Missing an announcement and deferring to the schedule or syllabus will not be a legitimate excuse.

GENERAL:

This is an online class and students should not be enrolled if they do not possess a reasonable aptitude for using online learning tools including Blackboard (Bb). Students should be familiar with word-processing, spreadsheets, presentation, online learning, and research software. Students not familiar with this technology should arrange for special training through student services prior to enrolling. As an online class student, you should have a reliable broadband connection. Students should not enroll in this course if they only have access to dial up connections or if their access to broadband connections is restricted. There will not be concessions made for students without adequate technology and access; after all, this is an online course.

ONLINE ATTENDANCE

The Registrar’s office defines attendance in online and blended classes as:

Stopped Attending = Students who were participating online but have stopped submitting any assignments, etc. without contacting/making arrangements with the instructor

Never Attended = Students who never accessed Backboard to view the course or never completed any assignments that were due for the course. Statistics Tracking in Blackboard will be utilized in part for determining teacher candidates’ accessing of Bb.

Excessive Absences = Students who have submitted some work but are infrequent in their participation or late on assignments—leading to a failing grade 

Teacher candidatesare expected to be highly self-motivated. Enrollment in this course obligates the teacher candidate to attend class both physically and online.

Regular and routine participation is required to be “in attendance” for the course. This includes regularly logging in, turning in homework by required dates/times, and participating in discussion forums. Seven (7) consecutive days of non-participation will result in your access being disabled without warning. Participation, or lack thereof, may also affect your financial aid.

Blackboard automatically tracks and records every click once you log into a Bb course. I can see if and when you logged on, the date and time of day you logged on, and what you accessedonce you logged in to the course. This is one way I can determine whether or not you participated in the assignment.

LATE ASSIGNMENTS:

No extra assignments will be given to “bring up your grade.” Work diligently from the beginning and regard every assignment as if it is worth extra points that will raise your grade.

Late work is not accepted, except for extenuating circumstances determined by, and at the discretion of, the instructor. Proper documentation must be provided by the student per the

instructor’s request. For the record…there are very few extenuating circumstances. If late work is accepted, you will not receive full credit.

Excuses such as “I had to work,” “The system was down,” “My computer crashed,” “I lost my flash drive with my work on it, “I couldn’t get to a computer,” “I forgot about the assignment,” “I didn’t see the reminder announcement,” “I overlooked the assignment folder,” “I didn’t realize I submitted the wrong document,” “I didn’t realize I submitted a blank document,” “I couldn’t find the assignment in Bb,” etc., etc., etc., are not considered extenuating circumstances.

Keep back-up copies of your assignments and have a backup plan with at least one alternate location to complete the assignment or take a quiz or exam. Don’t wait until the last minute to complete assignments or take the quizzes and you won’t encounter these types of problems.

MAKE-UP QUIZZES, andEXAMS

No make-up quizzes or exams will be given.

CLASS DISCUSSIONS via Bb DISCUSSION BOARD

The discussion board is where the instructor and you make the class come alive, so participate early and often.

Review the Communication and Discussion Board Netiquette Rules posted on the Online Learning website.

Each discussion is worth 25 points. Some of the discussions will require two postings: your initial response and a response to a classmate’s posting. When two are required, the initial posting is worth 15 points and the second posting is worth 10 points.

If two postings are required, post your second comment on a different day than your first. Please post your comments throughout the week and before the due date. Comments must be meaningful. Citing personal examples relating to the topic is one

way to add substance to your comments. As stated above, use correct: spelling (use Spell Check), capitalization, punctuation,

grammar, sentence structure, subject/verb agreement, use of apostrophes, use of commas, use of quotation marks, etc. The following point-deduction for errors in writing mechanics will be used when posting comments on the Discussion Board.

3 errors – (-2 pts.)4 errors – (-4 pts.)5 errors – (-6 pts.)6 errors – (-8 pts.)7+ errors – (-10 pts.)

GROUP DISCUSSIONS

Students will be expected to participate in group activities. Group meetings should be recorded to provide for instructors input and suggestions.

PRIVACY:

Available in the SE Student Handbook

ACADEMIC INTEGRITY:

Available in the SE Student Handbook

SPECIAL ACCOMMODATIONS:

Any student needing special accommodations due to a disability should contact the Coordinator of Student Disability Services, Student Union, Suite 204 or call (580) 745-2254 (TDD#745-2704). It is the responsibility of each student to make an official request to the Coordinator for academic accommodations. For additional information, see the Americans with Disability Act on the Southeastern Online Learning website or ADA Compliance.

JOHN MASSEY SCHOOL of BUSINESS ACADEMIC CODE of CONDUCT

Academic Responsibilities.

It is the responsibility of faculty, staff, and students to create an academic community that is conducive to learning and the fostering of the free exchange of thought and ideas. This community is intended to be free from all forms of prejudice(s) that negatively influence learning, such as those based on age, ethnicity, gender, race, or religion, and national origin. All faculty, staff, and students should treat one another with courtesy and respect.

II. Faculty and Staff Responsibility.

Every instructor or staff member (whichever is applicable) is responsible to provide the student a written syllabus within the first three (3) days of class which contains the information in sentences numbered 1 through 6:

1. Inform the students of the objectives, content, assignments, policies on return of student work, and examination procedure in each course; 2. Inform the students of the methods by which the instructor determines the final grade in the course; 3. Inform the students of all requirements that the student will be required to comply with, such as dress code, cell phone and pager use, etc. that the instructor believes to be proper, as well as the penalties for violation.4. Inform the students of the requirements of major papers and/or major examinations in the course; 5. Inform the students of how class assignments will be made or posted.6. Inform the students of the policy of the faculty for student review of papers and examinations.

Every instructor or staff member shall endeavor to meet the following:

7. Ensure that every student has equal access to all course materials, assignments, and examination.

8. Provide fair and impartial evaluation of all student performances, i.e., evaluating all students according to common criteria; 9. Make oneself available for conferences with students during announced or posted office hours; 10. Treat students with courtesy and respect at all times. Courtesy and respect do not prohibit strong criticism directed at the student's academic errors or scholarly works; 11. Attempt to provide a learning environment that is free from all forms of prejudices that negatively influence the student(s) learning, such as those based on age, ethnicity, gender, disability, race, religion, or national origin. 12. Adhere to the Class Attendance Policy as adopted by the university.13. Enforce and seek compliance with all University rules, regulations and policies.14. Enforce and seek compliance with all the laws, rules and regulations of the State of Oklahoma, and the Board of Regents of Oklahoma Colleges.15. Enforce and seek compliance with all the laws, rules and regulations of the United States of America as they may relate to the activities on this campus. 16. Assume the positive obligation to confront students of suspected academic dishonesty.

III. Student Responsibilities.

Every student is responsible to:1. Attend class in accordance with the Class Attendance Policy of the University; 2. Be attentive during class, and participate constructively in class discussions; 3. Perform the work assigned in each course to the best of the students ability, and submitting the same on time or in a timely manner; 4. Comply with all of the requirements that the instructor may demand for the course;5. Show respect for instructors and fellow students at all times;6. Comply with any and all University rules, regulations and policies; the laws, rules and regulations of the State of Oklahoma; applicable rules and regulations of the State of Oklahoma Board of Regents; and the laws, rules and regulations of the United States of America as they may relate to the activities on this campus; 7. Obtain any information (written or otherwise) provided by the instructor during any regularly scheduled class period not attended by the student, and promptly make up any work or assignment that the instructor may allow. 8. Abide by the University’s “Student Code of Conduct”; 9. Inform the Office of Student Support Services of any disability that may interfere with the students’ ability to learn or perform the required tasks of the course;10. Comply with provisions and requirements of the “Academic Misconduct” Policy of the College of Business Administration.

IV. Academic Misconduct:

The rights and responsibilities that accompany academic freedom are at the heart of the intellectual integrity of the University. Students are therefore expected to behave honestly in their learning. Cheating and other forms of academic misconduct undermine the value of an education for everyone, and especially for the person who cheats. Violations of the Academic Misconduct Policy can result in penalties ranging from grade reductions to suspension, dismissal, or expulsion from the University.

a. Student Responsibility Misunderstanding of the appropriate academic conduct will not be accepted as an excuse for academic misconduct. If a student is in doubt about appropriate academic conduct in a particular situation, he or she should consult with the instructor in the course, the department chair, or the dean so as to avoid the serious charge of Academic misconduct.

b. Definition and Criteria:Academic misconduct is defined as any activity that tends to compromise the academic integrity of the institution or subvert the educational process. Examples of academic misconduct include, but are not limited to:

Conduct with respect to and during a quiz, examination, or similar evaluation:

1. Possessing, referring to, or employing open textbooks or notes or other devices not authorized by the instructor. 2. Looking at or using information from another person's paper. 3. Communicating with, providing assistance to, or receiving assistance from another person in a manner not authorized by the instructor. 4. Possessing, buying, selling, obtaining, or using a copy of any unauthorized materials intended to be used in or actually used in the preparation of a quiz or examination or similar evaluation. 5. Taking a quiz or examination or similar evaluation in the place of another person. 6. Utilizing another person to take a quiz, examination, or similar evaluation in place of oneself. 7. Violating procedures prescribed to protect the integrity of a quiz, examination, or similar evaluation. 8. Changing material on a graded examination and then requesting a re-grading of the examination.

Written and other assignments.

1. Submitting an assignment purporting to be the student's original work, which has been wholly or partly created by another person.2. Submitting or presenting as one's own the work, ideas, representations, or words of another person without customary and proper acknowledgment of sources. 3. Knowingly permitting one's work to be submitted by another person as if it were the submitter's original work. 4. Submitting the identical or substantially the same assignment to fulfill the requirements for two or more courses without the approval of the instructors involved, or submitting the identical or substantially the same assignment from a previously completed course to fulfill requirements for another course without the approval of the instructor of the later course. 5. Violating procedures prescribed to protect the integrity of the assignment. 6. Cooperation with another person in academic misconduct, either directly or as an intermediary agent or broker. 7. Theft, attempted theft, malicious defacement, mutilation of library materials, or other academic resources.

V. Disciplinary Procedure for Academic Misconduct:

Academic misconduct matters shall be considered first by the faculty member affected. The faculty member may recommend penalties; including but not limited to withdrawal from the course, reduction or changing of a grade in the course, test, assignment, or in other academic work, performing additional academic work not required of other students in the course. Acceptance of the faculty member's recommended penalties by the student shall make the penalties final and constitute a waiver of further administrative procedures or appeals. If the student does not accept the decision of the faculty member, the student may have the case reviewed by the academic department chair. If the student does not accept the decision of the academic department chair, the student may have the matter referred to the Dean of the School. If this decision of the Dean is not accepted, the student may have the matter referred to the Academic Appeals Committee. The Academic Appeals Committee serves as an appeals board for all requests from faculty or students who seek to have grades or records modified. The decision of the Academic Appeals Committee will be final as to factual determinations of the appeal.

VI. Appeal Rights of Students:

Every student has the right when appealing a faculty decision involving academic dishonesty:1. To be informed of the nature(facts) of the allegations, charges, or reports brought against the student as well as a reference to the particular sections of the statutes, regulations, rules or policy involved;2. To receive reasonable notice of any hearing; including the time, place, nature and purpose of the hearing, and the legal authority for the hearing;3. To have findings of fact based exclusively on the information and evidence presented at the hearing;4. To respond and defend the allegation(s) by; including but not limited to, presenting relevant evidence, testimony, and to call witnesses in his behalf, and to exam all witnesses to the proceedings that may appear against the student.5. To be provided, in advance, a copy of all reports, data, or other information that will be submitted or considered by the Chair, the Dean, or the Committee in connection to the matter before it;6. To have all proceedings be electronically recorded. Such recordings shall be maintained for such time so as to protect the record through any judicial review. Copies of the recordings may be provided by the University to any party to the proceeding, upon tender of the appropriate costs or expenses of recording. Any party wishing the proceedings to be transcribed may do so at their own expense.7. To have all decisions rendered by the Chair, and/or the Dean, and/or the Committee to be in writing. The writing shall contain findings of fact, conclusions, and a resolution of the case. The decision of the committee is final unless appealed within three (3) days of the date the decision or three (3) days from the date the decision is served upon the student, whichever is later in time.8. To appeal a Committee's decision to the President of the University. The Presidents review is limited to compliance with all university policies, codes, rules or regulations that pertain to the appeal at hand. Notice of Appeal(s) to the President shall be made in writing, within three (3) days of the date of the decision or three days from the date the decision is served upon the student. Notice of Appeal(s) shall also be sent to Chairman of the Committee, who shall send the decision and any evidence retained by the committee to the President. The President shall make

his ruling on compliance within ten (10) days of the Presidents receipt of the decision and evidence. Findings of facts cannot be appealed.

VII. Appeal Rights of Faculty, Staff

The faculty or staff may only appeal the decision of the Department Chair that involves academic misconduct, to the Dean. No other appeal is permitted by a member of the faculty or staff. The decision of the Dean is final as to members of the faculty and staff. The procedures and notices for this appeal shall be the same as set forth in VI 1 thru 8 above (Appeal Rights of Students).

EXPECTATIONS of STUDENTS and all Instructor

Student Expectations of Instructor Prompt posting of assignments Prompt grading of assignments Prompt posting of points earned Prompt feedback on assignments

Instructor Expectations of Students Read the syllabus and be familiar with its contents. Be punctual and participate in class activities and assignments. Be respectful and exhibit maturity, responsibility, courtesy, integrity, and professionalism

in all interactions throughout the course. Have access to a reliable computer that is hardware/software compliant, including a

reliable Internet connection. Check Blackboard every Sunday for the week’s assignment, as well as throughout the

week, for announcements and updates. Check your SE email daily! Your Southeastern email address is your official email

address for Blackboard courses and cannot be changed within Bb. Original emails from me will be sent to your SE email address. Obviously, when I reply to your original email, it will go to the email address from which it was sent.

Begin working on the assignments as soon as possible. Read and follow all directions carefully. Submit all assignments via the appropriate Assignment link. Meet all assignment due dates. Keep a backup copy of your work. Access the Exams during the “window of opportunity.” Respond promptly to my emails (within 24 hours), when applicable. For example, if I

ask you a question in the email, I expect to receive a prompt response from you, just as you expect to receive a prompt response from me to your questions.

Use proper writing mechanics throughout the course – (Proper writing mechanics include, but is not limited to, correct spelling (use Spell Check), capitalization (always capitalize the letter “i” when referring to yourself), punctuation, grammar, sentence structure, subject/verb agreement, use of apostrophes, use of commas, use of quotation marks, etc.

Texting and Instant Messaging “jargon” is not acceptable for class assignments, discussion board postings, email communications, etc.

Grading :

All work should be free of grammar, spelling and other writing errors. Any errors will result in a reduced grade and papers with severe errors will have to be resubmitted for a significantly reduced grade. Just as in business, late work is unacceptable.

Assignment PointsDiscussion Boards 4 X 25 100Quizzes 4 X 100 400Cases 15 X 20 avg. 300“Justice” videos 2 X 50 100Critical Incident - Case 300

Total 1200

COURSE SCHEDULE

The instructor reserves the right to modify the syllabus, including the schedule of assignments, based on numerous variables. Modifications may be made in order to meet the instructional goals and needs of the class.  Teacher candidates will be informed of changes as soon as possible.

Date Chapter Case Questions Quiz / Exam / ProjectAssignment 1 6/2 - 14 1,2 Case YANIA v. BIGAN

Case Strategy and Society:

Case DONN MILTON, DR., v. ITT RESEARCH INSTITUTE

Case GARCETTI v. CEBALLOS

Pg. 8 # 1,2

Pg. 40 # 4

Pg. 48 # 2

Pg. 71 # 4a & 4b

Quiz 1 - 10 mc / 4 essay

Discussion Board 1

Assignment 2 6/8 -28 3,4 Case MICHAEL A. SMYTH v. THE PILLSBURYCOMPANY

Case STATE OF NEW YORK v. WALMART STORES, INC.,

Case KARRAKER v. RENT-A-CENTER, INC.

Case MALDONADO v. CITY OF ALTUS,

Pg. 86 # 4Pg. 92 # 4

Pg. 96 # 2

Pg. 99 # 1

Pg. 141-42 # 1 & 4

Quiz 2 – 10 mc / 4 essay

Discussion Board 2

Assignment 3 6/15- 7/12 5,6,7 Case CHAO v. OCCUPATIONAL SAFETY AND HEALTH REVIEW COMMISSION:

Case ECHAZABAL v. CHEVRON USA INC

Case LUCAS v. SOUTH CAROLINA COASTAL COUNCIL:

The Market for Virtue (David Vogel):

Case SARAY PEREZ v. WYETH LABORATORIES INC.:

Pg. 179 # 1 & 2

Pg. 182 # 1 & 2

Pg. 235 # 1

Pg. 221 # 1

Pg. 274 # 2

Quiz 3 – 10 mc / 4 essay

Discussion Board 3

No Logo (Naomi Klien) Pg. 277 # 1, 2 & 3

Assignment 4 6/22-7/26

CI Case Due 7/29

8,9 WEIMER v. TOYOTA MOTOR NORTH AMERICA, INC.

PEPSICO, v. REDMOND

Pg. 294 # 1, 2 & 3

Pg. 349 # 1, 2 & 4

Quiz 4 – 10 mc / 4 essay

Discussion Board 4

Critical Incident Case

SEMESTER CALENDAR

June 2, 2014

Classes Begin

Last Day to Enroll In or Add a Class (1st 4-Week Class)

Last Day to Drop a Class with No Grade Record (1st 4-Week Class)

Last Day to Drop a Class with Refund/No Charges (1st 4-Week Class)

June 4, 2014

Last Day to Enroll In or Add Classes (8-Week/Full Semester Class)

Last Day to Drop a Class with No Grade Record (8-Week/Full Semester Class)

Last Day to Drop a Class with Refund/No Charges (8-Week/Full Semester Class)

June 12, 2014

Final Day to Drop a Class/Withdraw (1st 4-Week Class)

June 26, 2014

Last Day to Drop a Class with Auto. “W” (8-Week/Full Semester Class)

June 27, 2014

Last Day of Class (1st 4-Week Class)

June 30, 2014

Final Grades due for 1st 4-Week Classes

Classes Begin for 2nd 4-Week Classes

Last Day to Enroll In or Add a Class (2nd 4-Week Class)

Last Day to Drop a Class with No Grade Record (2nd 4-Week Class)

Last Day to Drop a Class with a Refund/No Charges (2nd 4-Week Class)

July 1, 2014

Last Day to Complete Final Application for Graduation – Baccalaureate or Masters

July 4, 2014

July Fourth Holiday

July 10, 2014

Final Day to Drop a Class/Withdraw (8-Week/Full Semester Class)

Last Day to Drop a Class with Auto. “W” (2nd 4-Week Class)

July 17, 2014

Final Day to Drop a Class/Withdraw (2nd 4-Week Class)

July 25, 2014

Semester Ends

July 28, 2014

All Grades Due in Registrar’s Office by 10:00 a.m. (NOTE: Grades for short term/block classes are due three days after the completion of the course.)

MNGT 5453Exercise Evaluation Rubric

Trait Unacceptable Acceptable Exemplary ScoreIdentifies and summarizes the problem/question at issue

Does not identify or summarize the problem/question accurately if at all

Accurately identifies the problem/question and provides a brief summary

Accurately identifies the problem/question and provides a well-developed summary

Identifies and assesses the quality of supporting data/evidence

Does not identify or assess the quality of supporting evidence

Examines evidence and questions the quality. Distinguishes between fact and opinion

Provides a well-developed examination of the evidence and questions its accuracy, relevance, and completeness. Clearly distinguishes between fact and opinion

Identifies and considers the influence of the context on the issue

Does not identify or consider any contextual issues

Accurately identifies and provides an explanation of potential contextual issues

Accurately identifies and provides a well-developed explanation of contextual issues with a clear sense of scope

Demonstrates higher level thinking by interpreting the author’s meaning or the potential bias

Does not express opinions or ideas clearly; no connection to topic

Accurately identifies meaning and/or bias and provides a brief explanation

Accurately identifies the author’s meaning and/or potential bias and provides a well-developed explanation

Identifies and evaluates conclusions, implications, and consequences

Does not identify or evaluate any conclusions, implications, or consequences

Accurately identifies conclusions, implications, and consequences with a brief evaluative summary

Accurately identifies conclusions, implications, and consequences with a well-developed explanation. Provides an objective reflection of own assertions.

Peirce, William (2006). Designing Rubrics for Assessing Higher Order Thinking (Online). Retrieved on 8-1-09 from http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html

MNGT 5453Student Participation in Online Discussions Rubric

Unacceptable Acceptable Exemplary ScorePromptness and Initiative

Does not respond to most postings; rarely participates freely

Responds to most postings within a 24-hour period; requires occasional prompting to post

Consistently responds to postings in less than 24 hours; demonstrates good self-initiative

Delivery of Post Utilizes poor spelling and grammar in most posts; posts appear “hasty”

Few grammatical or spelling errors are noted in posts

Consistently uses grammatically correct posts with rare misspellings

Relevance of Post Posts topics which do not relate to the discussion content; makes short or irrelevant remarks

Frequently posts topics that are related to discussion content; prompts further discussion of topic

Consistently posts topics related to discussion topic; cites additional references related to topic

Expression Within the Post

Does not express opinions or ideas clearly; no connection to topic

Opinions and ideas are stated clearly with occasional lack of connection to topic

Expresses opinions and ideas in a clear and concise manner with obvious connection to topic

Contribution to the learning Community

Does not make effort to participate in learning community as it develops; seems

Frequently attempts to direct the discussion and to present relevant viewpoints for

Aware of needs of community; frequently attempts to motivate the group discussion;

indifferent consideration by group; interacts freely

presents creative approaches to topic

Edelstein, S. & Edward, J. (2002). If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions (Online). Retrieved on 8-2-09 from http://www.westga.edu/~distance/ojkla/spring51/edelstein51.html.

MNGT 5453Writing Evaluation Rubric

TRAIT Unacceptable Acceptable Exemplary ScoreLogic & Organization

Does not develop ideas cogently, uneven and ineffective overall organization, unfocused introduction or conclusion

Develops unified and coherent ideas within paragraphs with generally adequate transitions; clear overall organization relating most ideas together, good introduction and conclusion.

Develops ideas clearly, organizes them logically with paragraphs and connects them with effective transitions. Clear and specific introduction and conclusion.

Language Uses words that are unclear, sentence structures inadequate for clarity, errors are seriously distracting

Word forms are correct, sentence structure is effective. Presence of a few errors is not distracting.

Develops concise standard English sentences, balances a variety of sentence structures effectively.

Spelling and Grammar

Writing contains frequent spelling and grammar errors which interfere with comprehension

While there may be minor errors, the writing follows normal conventions of spelling and grammar throughout and has been carefully proofread

The writing is essential error-free in terms of spelling and grammar

Purpose The purpose and focus of the writing are not clear to the reader

The writer has made good decisions about focus, organization, style, and content so as to achieve the purpose of the writing.

The writer’s decision about focus, organization, style, and content fully clarify the purpose and keep the purpose at the center of the piece

Development of Ideas

Many ideas unsupported, confusion between personal and external evidence, reasoning flawed

Supports most ideas with effective examples, references, and details, makes key distinctions

Explores ideas vigorously, supports points fully using a balance of subjective and objective evidence, reasons effectively making useful distinctions

Citation and Documentation

Frequently incorporated source material unclearly or documented sources inaccurately or incorrectly.

No more than a few clarity problems incorporating source material or in documenting sources accurately and correctly

Correctly and clearly incorporated source material into the paper, documented sources accurately and correctly.

Use of Technology

Paper did not have a professional, balanced

Paper had a professional, reasonably well-balanced

Paper had an extremely professional, balanced

appearance, pages were not numbered, and/or headings were not in parallel form.

appearance, pages were numbered, and any headings were in parallel form.

appearance, pages were numbered, and headings were in parallel form.

MNGT 3243Student Participation in Online Power Point Presentation Rubric

TRAIT Unacceptable Acceptable Exemplary ScoreOrganization There was no clear or

logical organizational structure, just lots of facts.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is well organized using headings or bulleted lists to group related material.

Content Content is minimal OR there are several factual errors.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Covers topic in-depth with details and examples. Subject knowledge is excellent

Requirements More than one requirement was not completely met

All requirements are met

All requirements are met and exceeded

Mechanics More than 4 errors in spelling or grammar.

Three or fewer misspellings and/or mechanical errors.

No misspellings or grammatical errors.

AttractivenessUse of font, color, graphics, effects etc. but these often distract from the presentation content.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Sample Rubric for Evaluating a Project Made With Microsoft PowerPointwww.watercampws.uiuc.edu/.../red.../powerpointrubric.doc Retrieved 10/18/10