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MOBIUS SLIP ASSIGNMENTS & CASES DEFINITION DOCUMENTCurrent Date: October 20, 2012

Course: Garrett BUS105Term: Fall 2012Number Enrolled: 25Number in the Group: 5

105A1: TIME MANAGEMENT - NO MORE PROCRASTINATION

Execution Schedule:Open Artifact Grace Benchmark &

CritiqueGrace Concordance Grace

9-04 23:50pm

9-11 11:59pm

9-12 8am

9-13 11:59pm 9-14 8:00am

9-17 11:59pm

9-18 8am

The purpose of the assignment is to improve one’s personal self-regulation, temporal thinking, and task execution. It is the intention of the assignment for you to demonstrate your advancements in time management decision-making and skills.

Preparation/Participation Tasks:Perform the following tasks as preparation for your writing.

Create your Google Calendar that includes every deliverable for every class that you are enrolled in currently and any regularly scheduled work obligations. Turn on the ‘alarms’ (both Pop-up and Email) in the Google Calendar Events.

Deliverable A: Artifact Write a 350 – 400 word email artifact (Word document) to your boss that details what time management behaviors you plan to change and how you plan to modify them.

Audience:Your new boss, Ms. Sally Smart

Your boss needs to know that you are progressing in your learning. She might want answers to the following questions.

1. How have you incorporated Google Calendar into your daily habits? 2. What new time management knowledge was gained? 3. What surprises happened in the learning journey?

Attached files: Email format document

Copy and paste your essay into SLIP by the stated deadline. Do NOT post your name anywhere in the essay as your work is to be anonymous. Remember that the system does not accept late work. Do NOT talk with anyone in class regarding the assignment. Copy and paste your artifact into SLIP by the stated deadline. Do NOT post your name anywhere in the essay as your work is to be anonymous. Remember that the system does not accept late work. Do NOT talk with anyone in class regarding the assignment. It is preferred that you use the public area of www.dropbox.com and then post the link for your peer review and feedback.

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http://www.dropbox.com/

The Public Folder in www.dropbox.com lets you easily share single files. Any file you put in this folder gets its own Internet link so that you can share it with others-- even non-Dropbox users! These links work even if your computer’s turned off.

Step 1: Drop a file into the Public folder. (Remember, do not use your name in your file name.)

Step 2: Right-click/control-click this file, then choose Dropbox > Copy Public Link. This copies the Internet link to your file so that you can paste it somewhere else.

That's it! You can now share this file with others: just paste the link into e-mails, instant message conversations, blogs, etc.!

If you'd like more help with sharing files, head here: http://www.dropbox.com/help/16

Happy Dropboxing!- The Dropbox Team

Note: You can only link to actual files within your Public Folder, not to folders.

Deliverable B: Benchmark/CritiqueAfter all group memos are posted and in the assignment time frame, provide Benchmark feedback to each peer’s artifact in a narrative (and perhaps bullet as well) format to each peer in your group (with star rankings). Be sure you write with the intention to help another improve his/her writing. Some questions to consider for creating feedback are:

1. Is the artifact attractive on the page, with headings and white-space balance?2. Is the artifact written to the audience? to the industry or sector?3. Does the content meet the usage needs as defined in the assignment?4. Is there too much or too little information?5. Is it grammatically correct? 6. Are there any distracting writing patterns, such as too much listing?7. Is it content rich or vague and abstract?Deliverable C: Concordance Complete the Concordance feedback by star ranking the feedback received. The fundamental question to keep in mind is, “Who made you better with their feedback?”

CASES

Case 105A1_All: How does using Google Calendar make your life better through enhanced time management skills?

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105A2: Being a PRINCIPLED LEADER

Execution Schedule:Open Artifact Grace Benchmark &

CritiqueGrace Concordance Grace

09-18 8am

09-2511:59pm

09-268am

09-2711:59pm

09-288am

10-0111:59pm

10-28am

What does it mean to be a principled leader as stated in our Bryan School Mission statement? In this assignment you are presented with an ethical situation. Examine your thinking? What would you do?


Read the academic integrity policy at UNCG Read the faculty/student guidelines information (as noted in your syllabus)

Deliverable A: Write a 350 – 400 word essay (Word document) reflective essay to ethical behavior as a student at UNCG and as a student learning to be a business leader. Consider these questions as you plan your message:

1. What might you want to incorporate about our academic integrity policy and/or guidelines?

2. What does the mission statement have to do with Bryan School student success?

Audience:Your professor and peers

Attached files: none





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Deliverable B: Benchmark/CritiqueAfter all artifacts are posted and in the assignment time frame, provide Benchmark feedback to each peer’s artifact in a narrative (and perhaps bullet as well) format to each peer in your group (with star rankings). Be sure you write with the intention to help another improve his/her writing. Some questions to consider for creating feedback are:

1. Is the artifact attractive on the page, with headings and white-space balance?2. Is the artifact written to the audience? to the industry or sector?3. Does the content meet the usage needs as defined in the assignment?4. Is there too much or too little information?5. Is it grammatically correct? 6. Are there any distracting writing patterns, such as too much listing?7. Is it content rich or vague and abstract?Deliverable C: Concordance Complete the Concordance feedback by star ranking the feedback received. The fundamental question to keep in mind is, “Who made you better with their feedback?”

CASES

Case 105A2_1: Jack

Jack is a last semester senior at Miller's college. His current academic record is right on the borderline with a cumulative GPA of 1.99. He realizes that he cannot afford to make any D's or F's if he is going to graduate at the end of the semester. In fact, if he doesn't make a B somewhere, he will be in serious trouble.

Jack is enrolled in a course taught by Professor Smith. Normally, this required course covers some difficult material. Professor Smith is known as a tough grader who gives many C's, D's and F's and very few A's and B's. The final exam in the course is given in a room in which the students are seated very close to one another. Professor Smith sits at the front of the room reading while the students take the exam.

Although there is a good deal of whispering among the students, Professor Smith does not to stop it. Jack, as usual deliberately seats himself as close as possible to one particular person who happens to be one of the best students in the class. He knows that this student has the habit of holding up his answer sheet every once in a while. Jack can see many of the other student's answers and takes this opportunity to copy many of them onto his own answer sheet.

(Roberts, D. & Rabinowitz, W. (1992). An investigation of student perceptions of cheating in academic

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situations. The Review of Higher Education, 15, 179-180.)

Questions for Writing Considerations:• Has Jack done anything wrong?• Has Prof. Smith done anything wrong?• Should Jack be punished? How?• What are the implications for Jack/Prof. Smith?

Case 105A2_2: JILL

Jill is a rising senior planning to enter a professional program in the fall. She has a “B”/”C” average. During the summer term she was enrolled in a lab section of a science course. A Teaching Assistant who was a graduate student in the science area taught the section.

Following a number of lab assignments that were completed by Jill, the instructor has called her and her lab partner in for a conference. The instructor asked Jill and her partner to go to separate rooms and write down how they completed their last lab assignment. Both students indicated they had worked in collaboration to complete this assignment. Receiving this information, the instructor indicated to both students that they had cheated on this assignment. The instructor indicated that the penalty for this offense was a “zero” on the assignment and a recording of the offense as a violation of the institutional honor policy. The instructor further indicated that failure to accept responsibility for this offense would lead to a hearing and more severe actions including suspension or expulsion. Both students agreed to accept the penalty and signed an admission of the violation.

Jill, upon reflection and after reading the Policy on Academic Integrity, has made an appointment with the Coordinator of Academic Integrity to discuss this matter. During this appointment, Jill tells the coordinator that she did not know that collaboration on these assignments was “wrong”, that many of the students in the class collaborate on such assignments and that the only instructions received concerned a prohibition against plagiarism. Further, she feels she was not given any information about the honor policy, the procedures to be followed in making an allegation, and her rights as a student accused of a violation.

Questions for Writing Considerations:• Has Jill done anything wrong?• Has the instructor done anything wrong?• Should Jill be punished? How?• Should the instructor be punished? How?• What are the implications for Jill and the instructor?

Case 105A2_3: Ludwig

Ludwig is a student in piano at the University under the instruction of Dr. Steinway. As part of his composition class, he has been assigned the completion of a short piece for piano. The

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guidelines for this assignment indicate that he may consult with others but must complete the composition alone.

In preparing this composition, Ludwig has spoken with his beloved high school band teacher, Mr. Dreyfus. Mr. Dreyfus has shared a number of examples and ideas concerning the assigned composition that Ludwig finds very interesting. Among the examples is a rough score for an incomplete opus that Mr. Dreyfus had been working on for some time. This composition is nearly complete and is an almost perfect match for the assignment.

Following his meeting with Mr. Dreyfus, Ludwig returns to the music building to work on the assignment. There he encounters several fellow students. He discusses the assignment with them, mentioning his conversation with Mr. Dreyfus and its relationship to the assignment. One of the students, Franz, a senior, tells Ludwig that he had the same assignment from Dr. Steinway two years earlier and still has a copy of his own composition, which he would be happy to share. Dr. Steinway, he indicates, doesn’t seem to mind where the composition comes from so long as it reflects some work by the student.

Following these experiences, Ludwig returns to his practice room where, in a brilliant creative moment, he merges Mr. Dreyfus’s opus with Franz’s prior assignment and creates Ludwig’s Composition for Piano, parts one and two. He hastens to class the next day and turns in the composition to Dr. Steinway.

Questions for Writing Consideration:• Has Ludwig done anything wrong?• Has Dr. Steinway done anything wrong?• Franz done anything wrong?• Should Ludwig be punished? How?• Should Dr. Steinway be held responsible? How?• What are the implications for John/Dr. Steinway/the institution?

Case 105A2_4: You and Chris

You are a faculty member who had a student in a class last semester (Chris) who was bright, delightful and diligent. He did very well in your class, while holding several part-time jobs trying to make ends meet. You got to know the student to some extent outside of class and think of him as a student who is a friend. Based on these experiences you even have hopes for him as a future professional in your field.

This semester, the student is enrolled in another of your classes. He continues to work hard and is doing very well in the course. In addition, he stops by office frequently for friendly conversation and to discuss course related matters too.

After the most recent class session, he mentioned in the passing that he earned some money writing a paper last semester for another student. He also mentioned the topic of the paper, which you immediately recognized (because it was a very unique and obscure topic in your discipline) as one submitted by another one of your students. You had awarded a grade of ”B” to the person who submitted the paper that was turned in as a “re-write” of a paper that had initially received a grade of “D”. The final grade of the student who turned in the paper was not altered by the “B” grade. He would have received the same final course

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grade if he had let the original “D” grade for this paper stand.

The student who wrote the paper and told you about it didn’t seem the least bit ashamed of having done so. You were so astonished to hear this that you didn’t say anything other than, “Why are you telling me about this?” The student’s response was “Why wouldn’t I tell you? I’d tell you anything.” Does the student think that writing a paper for another and for profit would be acceptable to you?

Questions for Writing Considerations:• Now what do you do?• What are the issues?• Since you somewhat crossed the boundary from teacher to friend with this student, how does this affect or restrict the use you might make of this information that he voluntarily provided?• Should you file an academic integrity complaint, knowing that if you do you will have to testify against him, and that if found responsible for a violation he will probably be suspended? Is this the best way for him to learn? What do you want him to learn anyway?• What about the student who actually submitted the paper when someone else wrote it?

Case 105A_5: Joshua

Joshua Hart is a first semester sophomore at Woebegotten College in Lake Woebegone, Minnesota. He is the first member of his immediate family to attend college and as such carries a great burden of expectations for success from his family. He is currently enrolled in the Exercise and Sports Science (ESS) program of the College. Dr. Keeler has assigned a semester project in which students are to compile a model program for personal fitness training for themselves. Dr. Keeler has explained verbally and also included in his syllabus a good deal of information about the College Honor Policy and the importance of honesty in all assignments. He indicates that students are to complete this assignment on their own with no resort to third parties other than reference materials.

Joshua is very interested in fitness training and hopes one day to become a personal trainer and open his own business. For now, he trains a few fellow students and one or two faculty members for a small charge. To enhance his own skills and to obtain needed skills in physical training, Joshua has purchased a CD-ROM program entitled “The Personal Trainer for You” by Arnold Atlas. The CD carries copyright information.

In completing the assignment for Dr. Keeler, Joshua has used a variety of text sources, his own experience and information from the CD-ROM. He has printed off various tables and charts from the CD and made clean copies to include along with his narrative and other materials. As he turns in the paper, he feels sure he has completed not only a good paper but a useful “game plan” for his future as a physical trainer. He eagerly anticipates the return of the paper with a good grade and even hopes for an “A.” This is his first course in the program and he wants to make a very good impression.

Dr. Keeler, too, has anticipated Joshua’s paper. In class Joshua has not spoken out as often

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as other students but seems a serious student and appears likely to become a very successful ESS major. As he begins to grade Joshua’s paper, he is at first highly impressed. As he reads on, however, he becomes aware that the language and concepts Joshua has used seem highly developed for a student of his experience. Several paragraphs, in particular, seem almost too good to be true but none of this material is cited in Joshua’s references, which include several books and periodical articles. With some concern, Dr. Keeler begins to consider the possibility that some of the work in this paper may not be Joshua’s own. He turns to the internet and a search engine often used by ESS majors.

Almost immediately, Dr. Keeler turns up several sources that seem likely targets for a student completing the assignment. When he opens the first source, he immediately finds selections of research dealing with physical training that appear to be identical with Joshua’s. He also learns that this particular program is offered in a full version on a CD-ROM and includes model programs for physical training.

Dr. Keeler recognizes he will have to request an Honor Policy conference with Joshua. He sends an e-mail to Joshua asking that he schedule an appointment the next day.

When Joshua meets with Dr. Keeler the next day, he is immediately confronted with material from the web-site that appears similar to his paper. Dr. Keeler points out specific passages and paragraphs that are identical to Joshua’s paper. He then asks for an explanation. Joshua becomes defensive and indicates that the paper is entirely his own work. He acknowledges that he used material from the CD-ROM program but doesn’t view this as plagiarism. Dr. Keeler is baffled as Joshua continues to explain that he purchased the CD-ROM for his own use, is in fact using the physical training program in question himself and in working with several of his clients. It is his view that ownership of the CD-ROM constitutes possession of all the material included. He believes that the information is therefore his to use, especially in light of the fact that the disputed material portrays his own personal physical training program. Concluding this argument, he refuses to accept any responsibility for plagiarism.

Following further futile arguments, Dr. Keeler tells Joshua he will be referred to the Honor Policy hearing process for this violation; the decision of that process will determine his responsibility. Angry, Joshua storms out of the office.

The hearing has now been convened by the chair of the Honor Policy Hearing Panel. The information above and Joshua’s initial defense have been presented. As a member of the hearing panel, you are charged with determining Joshua’s responsibility or non-responsibility for the offense of plagiarism.

Questions for Writing Considerations:1. What questions concerning this allegation and Joshua’s defense do you have?2. What decision should the panel, in your opinion, reach?3. If Joshua is found “responsible,” what, if any, sanctions should be imposed?4. If Joshua is found “not responsible,” what arguments do you find most compelling?

Case 105A2_6: John

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John is a senior student in psychology at a major public university. He serves as a research assistant to Dr. Stallings. John has an excellent academic record and is currently under consideration for admission to the institution’s Ph.D. program with a full scholarship. Dr. Stallings is his principal reference for the scholarship.

Currently John has been assisting Dr. Stallings in the preparation of final reports related to a major federal grant. The deadline for completion of the reports and final accounting of funds for the grant is tomorrow. In reviewing the section of the report assigned to him, John notes a minor discrepancy between the observed results and those reflected in the final report as written by Dr. Stallings. Knowing that the report and the results it contains are crucial to Dr. Stallings, John changes the report to reflect the observed results of the project. He returns the report to Dr. Stallings without comment about this change.

Two days later, John receives a copy of the final report as submitted to the grant agency. In the report, the change which John made has been changed again to the original, inaccurate reflection of the observed result. As written, the report changes the observed results and modestly improves the apparent findings of the project. Attached to the report is a handwritten note from Dr. Stallings, thanking John for his work and indicating that John’s recommendation is on his desk and will be forwarded to the graduate program shortly.

John takes the report and leaves the office.

Questions for Writing Considerations:• Has John done anything wrong?• Has Dr. Stallings done anything wrong?• Should John be punished? How?• Should Dr. Stallings be punished? How?• What are the implications for John/Dr. Stallings/the institution?

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105A3: Being a UNCG EXCEPTIONAL PROBLEM-SOLVER

Execution Schedule:Open Artifact Grace Benchmark Grace Concordance Grace10-028am

10-0911:59pm

10-108am

10-1111:59pm

10-128am

10-1711:59pm

10-188am

The purpose of the assignment is to complete the information literacy research assignment and to advance your critical decision-making skills. This assignment is NOT about getting you to change your mind about a social issue. You will be neither graded nor judged about your point of view. The purpose is for you to practice the critical thinking process. This exercise will not only give you more experience with problem solving, but will also give you the application of an information literacy search experience.

To think critically about issues, you need to begin by figuring out exactly what the issue is that your want to think about. Next you take stock of ‘where you’re coming from,’ and then gather relevant information and look for possible answers to the specific question you seek to answer. Finally, you will evaluate all the material that you gathered and decide what the best answer to your question is and what that implies (Leyden, 2012).

Preparation/Participation Tasks:On your assigned date, you will meet in the CITI library computer lab with Mr. Steve Cramer, our business librarian, for an information literacy research experience.

Review the critical thinking (decision-making) skills process detailed below (and in your Blackboard and text materials.)

1: What’s your Question? Choose your research topic.Identify a social or political issue for which you have a current opinion or point of view.

2: Thinker, Know ThyselfWhat is your frame of reference? Reflect on your foundation of experiences, current knowledge, current opinions, tastes, and values as they can influence your project approach and analysis. Individuals who are not aware of their frames of reference are limited in their ability to effectively answer questions or understand the thinking of others (Leyden, 2012). Write them down and look at the them.

3: Search for Answers (Gather information)As instructed by Mr. Cramer, your business librarian, look up your chosen issue in the library’s Opposing Viewpoints database. Find and read two “viewpoints” articles representing more than one view, and examine some of the statistics. Because the answers to most questions are in thoughtful judgments, it is difficult to know if a proposed answer is the best without comparing it to other possibilities (Leyden, 2012).

Now access the library database Academic Search Complete. Search for your topic and then limit the results to Scholarly (Peer Reviewed) Journals. Cite and summarize two recent (since 2009) articles…

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https://library.uncg.edu/dbs/auth/go.asp?vdbID=49

https://library.uncg.edu/dbs/auth/go.asp?vdbID=213

Go back to the advanced search page and limit the search to “Editorial” using the “Document Type” option under the search boxes. Cite and summarize two recent (since 2009) editorials…

Write the APA citation for each article or statistical table, and then summarize the main points of each.

4: Finding the Best AnswerThe last step in thinking critically about a question is to sift through the various views and evidence collected in order to put together the best possible answer to the question. Through discussion, reading and listening, and writing and speaking, we gather information and ideas from others to clarify own on thinking, to help others clarify their thinking, and to communicate the results of our thinking to others (Leyden, 2012). I remind you that in going through this process, it is important not to allow hidden biases and prejudices to cloud your ability to weigh the various arguments honestly (Leyden 2012).

Deliverable A: Write a 350 - 400 word artifact (Word document) about how the research and evidence you found either helped strengthen your point-of-view or resulted in a modification of your point-of-view.

Audience:Your professor and your peers

Attached files: Documents from the Information Literacy Search Experience






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1. Is the artifact attractive on the page, with headings and white-space balance?2. Is the artifact written to the audience? to the industry or sector?3. Does the content meet the usage needs as defined in the assignment?4. Is there too much or too little information?5. Is it grammatically correct? 6. Are there any distracting writing patterns, such as too much listing?7. Is it content rich or vague and abstract?

For this assignment, your feedback task is not to judge the person’s point of view. Your task is to focus on (1) the critical decision-making of the author and (2) what they chose to say, in what order they choose to say it, and the accuracy of writing mechanics, and (3) their ability to deliver their message.

Deliverable C: Concordance Complete the Concordance feedback by star ranking the feedback received. The fundamental question to keep in mind is, “Who made you better with their feedback?”

Leyden, D. (2012). Critical Thinking in Economics, Charlotte NC: Kona Publishing.

CASE(S)Case 105A3_All: Your artifact work is a personal essay artifact to the topic your chose.

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105A4: GLOBAL MINDSET – Why is understanding other cultures important for your business career?


10-2311:59pm

10-248am

10-2511:59pm

10-268am

10-2911:59pm

10-308am

The purpose of this assignment is for you to explore your thinking related to embracing our global society as one society, and write to this question: Why is understanding other cultures important for your business career?

Preparation/Participation Tasks:

Perform the following tasks as preparation for your writing. Read the book – Wine to Water. Hopefully, you attended his talk as well. Incorporate

this topic in your message. Interview someone who has studied abroad or is an international. Incorporate that

information in your writing.

Deliverable A: Write a 400 – 450 word artifact (Word document) that details your personal opinion on the assignment question regarding establishing a global mindset for business. Incorporate Wine to Water. Incorporate your study abroad lecture. Incorporate a personal interview of someone who has traveled aboard or an international student.


Attached Files:none






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Deliverable B: Benchmark/CritiqueAfter all works are posted and in the assignment time frame, provide Benchmark feedback to each peer’s artifact in a narrative (and perhaps bullet as well) format to each peer in your group (with star rankings). Be sure you write with the intention to help another improve his/her writing. Some questions to consider for creating feedback are:

1. Is the artifact attractive on the page, with headings and white-space balance?2. Is the artifact written to the audience? 3. Does the content meet the usage needs as defined in the assignment?4. Is there too much or too little information?5. Is it grammatically correct? 6. Are there any distracting writing patterns, such as too much listing?7. Is it content rich or vague and abstract?

Deliverable C: Concordance Complete the Concordance feedback by star ranking the feedback received. The fundamental question to keep in mind is, “Who made you better by his/her feedback?”

CASES

Case 105A4_All: Why is understanding other cultures important for your business career?

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105A5: Business Writing: WRITING ASSIGNMENT


10-3011:59pm

10-318am

11-0111:59pm

11-028am

11-0311:59pm

11-048am

The purpose of this assignment is to advance in the college-level writing skills by practicing your business writing in the direct approach. You are to do the planning of the message in class and the writing of the message as the Mobius submission. The direct approach is (generally) to tell the reader the purpose in the first sentence.


Review the differences in academic-writing and business-writing as they are mirror images of each other.

Review your completed Communication Strategy Worksheet. If you did not complete this document, complete it first! No writing without planning each and every paragraph!

Deliverable A: Write an artifact (Word document) that responds to the prompt you planned in class which is to write a letter of recommendation while maintaining your integrity and ethics.

The Situation:As a project manager at Orbitz, one of the largest online travel services in the world, you've seen plenty of college student interns in action. However, few have impressed you as much as Maxine Chenalt. She learned how to navigate the company's content management system virtually overnight and always used it properly, whereas other interns sometimes left things in a hopeless mess. Additionally, she asked lots of intelligent questions about the business. You've been teaching her blogging and web-site design principles, and she picked them up rapidly. Moreover, she is always on-time, professional, and eager to assist. Importantly, she doesn't mind doing mundane tasks.

On the downside, Ms. Chenalt is a popular person. Early on, you often found her busy on the phone planning her many social activities when you needed her help. However, after you had a brief talk with her the problem vanished.

You'll be sorry to see her leave when she returns to school in the fall, but you're pleased to respond when she asks you for a letter of recommendation.

Audience & How the Document Will Be Used:Who: You do not know who you are writing to.How: Delivered to audiences to build personal credibility

Attached Files:none

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Copy and paste your artifact into SLIP by the stated deadline. Do NOT post your name anywhere in the essay as your work is to be anonymous. Remember that the system does not accept late work. Do NOT talk with anyone in class regarding the assignment. It is preferred that you use the public area of www.dropbox.com and then post the link for your peer review and feedback.











CASES

Case 105A5_All: After completing your planning, write to the prompt.

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105A6: Business Speaking: NON-VERBAL COMMUNICATION


11-1311:59pm

11-148am

11-1511:59pm

11-168am

11-1711:59pm

11-188am

The purpose of this assignment is to demonstrate your ability to recognized good and not-so-good non-verbal presentation delivery behaviors.

Preparation/Participation Tasks: Review the Blackboard content and your class notes on Business Speaking Choose a you-tube video that demonstrates good and not-so-good behaviors. The

topic is defined in your case assignment.

Deliverable A: Write a 350 – 450 word artifact (Word document) that details good and not-so-good public speaking behaviors.


Attached Files:none









Deliverable B: Benchmark/Critique

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After all works are posted and in the assignment time frame, provide Benchmark feedback to each peer’s artifact in a narrative (and perhaps bullet as well) format to each peer in your group (with star rankings). Be sure you write with the intention to help another improve his/her writing. Some questions to consider for creating feedback are:



CASES

Case 105A6_1: Choose a youtube video by searching ‘critical thinking.’

Case 105A6_2: Choose a youtube video by searching ‘ethics or academic integrity.’

Case 105A6_3: Choose a youtube video by searching ‘study abroad or global experience.’

Case 105A6_4: Choose a youtube video by searching ‘time management.’

Case 105A6_5: Choose a youtube video by searching ‘college success.’

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105A7: I WILL SUCCEED AS A COLLEGE STUDENT IN THE UNCG BRYAN SCHOOL


11-2711:59pm

11-288am

11-2911:59pm

11-308am

12-0111:59pm

12-028am

What have you learned in this course? How will you use this information to be a better student, a better person and better contributors to the community? We have studied integrity (personal and professional), time management (using Google calendar) being a principled leaders and exceptional problem solvers (critical decision-making and information literacy), having success in career and academic decision-making, having a global mindset and study abroad, business writing, nonverbal delivery in business speaking, ethical management, and innovation and sustainability.

These topics are our UNCG Bryan School Learning Goals:

1. Students will be skilled in critical thinking and decision-making, as supported by the appropriate use of analytical and quantitative techniques.

2. Students can recognize and assess the ethical and social dimensions of management activities and evaluate their impact on management decisions.

3. Students can communicate clearly and correctly, and can demonstrate collaborative and leadership skills.

4. Students understand the core organizational functions and activities and how they interrelate to accomplish an organization’s major goals through effective processes.

5. Students can evaluate the role global markets have on management decisions and formulate appropriate strategies to improve performance in the world economy.


Reflect back on what you learned in the course Plan your message – Use the Communication Strategy Worksheet

Deliverable A: Write a 450 word artifact (Word document) that details your personal reflection on your learnings on your assigned case application. Write in business-style, not academic style.


Attached Files:None



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Deliverable B: Benchmark/CritiqueAfter all works are posted and in the assignment time frame, provide Benchmark feedback to each peer’s artifact in a narrative (and perhaps bullet as well) format to each peer in your group (with star rankings). Be sure you write with the intention to help another improve his/her writing. Some questions to consider for creating feedback are:



CASES

Case 105A7_1: Write your personal reflection detailing your learning in this course specific to time management.

Case 105A7_2: Write your personal reflection detailing your learning in this course specific to principled leadership and ethical management.

Case 105A7_3: Write your personal reflection detailing your learning in this course specific critical decision-making.

Case 105A7_4: Write your personal reflection detailing your learning in this course specific to business writing.

Case 105A7_5: Write your personal reflection detailing your learning in this course specific your academic and career choices and subsequent considerations.

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