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  • 1. North Carolina A&T State University School of Business and Economics Department of Business Education BUED 360 Business Communication Summer 2009 Online Version PROFESSOR: Dr. Jorge Gaytan, Associate Professor OFFICE: Room: 131, Merrick Hall Telephone: (336) 334-7657, Ext. 2402 E-mail: jagaytan@ncat.edu Personal Web site: http://www.ncat.edu/~jagaytan Business Education Department Web site: http://www.ncat.edu/~sbe/bused/index.html North Carolina Business Education Association’s Web site: http://www.ncbea.org/ OFFICE HOURS: Monday thru Friday: Anytime via email TEXTBOOK: Lehman, C. M., & DuFrene, D. D. (2008). Business Communication. 15th Edition. Mason, OH: Thomson/South-Western. ISBN: 978-0-324-54278-3 or 0-324-54278-X. CATALOG ENTRY: The study of communication theory and its application to business is the main focus of this course. Emphasis is placed on composing basic forms of business communication, including correspondence and reports. Attention is also given to the ethical objectives of communicating in the managerial environment. Prerequisites: ENGL 101 and sophomore standing. PROGRAM THEME: Explore…Discover…Become…in a High Research Activity learning environment. COURSE OBJECTIVES: Based on my belief that teaching is a continual learning process, this course has the following objectives: ______________________________________________________________________________________________ Dr. Jorge Gaytan - BUED 360 1 Summer 2009
  • 2. • Identify the fundamental theory and concepts of the communication process. • Explain the negative impact of verbal and non-verbal barriers on successful communication. • Provide experience in group process and evaluation by collaboratively creating professional business presentations and documents. • Use critical thinking strategies to apply theory to real-world business communication (e.g., brainstorming, researching, drafting, revising, editing, proofreading, and formatting various business and technical documents). • Demonstrate decision-making and problem-solving skills in case study scenarios. • Use effective written and oral communication techniques and media to ensure understanding by audience. • Compose professional business memos, letters, reports, and other communication materials. • Use correct language structure, punctuation, and grammar in oral and written forms. • Use instructional technology (e.g., Internet applications) effectively to communicate in the business environment. • Demonstrate effective oral briefing and formal presentation communication skills. • Use appropriate communication techniques for global economies and diverse cultures. • Proofread effectively to create professional business documents. • Develop an awareness of ethical and legal aspects in reporting information. METHODS USED: Discussion, collaborative group work, demonstration of computer software, modeling, student presentations, and computer projects. EVALUATION: Grades will be determined as follows: End-of-Chapter Assignments – 5% each Chapter (Chapters 1,3,5,7,9,11, and 13): 35% Resume: 10% Critique of Oral Presentation Video: 10% Language Review and Exercises: 15% Word / PowerPoint Assessment: 10% Critique # 1 10% Critique # 2 10% TOTAL: 100% *Late work is penalized. Letter grades will be based upon the following distribution of points: ______________________________________________________________________________________________ Dr. Jorge Gaytan - BUED 360 2 Summer 2009
  • 3. 92 - 100% = A 80 - 91% = B 70 - 79% = C 60 - 69% = D Below 60% = F ACADEMIC DISHONESTY: Purposeful misrepresentation of submissions to the professor or submission of someone else’s work as your own will be considered academic dishonesty and will be treated according to university policies. Any instance of cheating, fabrication, or plagiarism on projects or other assignments in the course can result in the maximum penalty allowable – withdrawal of the student from the course and assignment of the grade of “F” for the course. WITHDRAWAL: Please read the "Withdrawal Policy" section found in your registration bulletin. LIVE CHATS: Student is expected to participate in online chats that will be announced through email. CRITICAL THINKING: In the past, the focus on feelings went too far. The result is the neglect of thinking. We must answer that neglect. Students must be taught how to sort out their feelings, decide to what extent their feelings have been shaped by external influences, and evaluate them carefully when those feelings conflict among themselves or with the feelings of others. In short, students must be taught to think critically. Feeling and thought are complementary. Feeling is an excellent beginning to the development of a conclusion. Thought, provides a way to identify the best and most appropriate feeling. Students must acquire the intellectual skills necessary to solve the challenging problems of today and tomorrow. THE CRITICAL THINKER STRATEGY MAY BE SUMMARIZED AS FOLLOWS: 1. Knows oneself and remains mindful of the ways in which own habits of mind undermine own treatment of issues. 2. Is observant and reflects on what is seen and heard. 3. When an issue is identified, clarification is sought by listing its subheadings and raising probing questions about each. 4. Conducts a thorough inquiry, obtaining all relevant facts and ______________________________________________________________________________________________ Dr. Jorge Gaytan - BUED 360 3 Summer 2009
  • 4. informed opinions. 5. Evaluates own findings, and then forms and expresses own judgment. GENERIC GUIDE FOR FACILITATING CRITICAL THINKING: A. What do I think about this matter? B. What line of reasoning led me to that conclusion? C. What evidence supports my position? D. Can I give an example? How typical is that example? C. In what way does my experience support or challenge the author’s idea? D. What additional information might help me reach a conclusion? Where might I find that information? What objections could be raised to my idea? E. Are any of these objections wholly or partially valid? Explain. J. What other views of this issue are possible? Which of those is most reasonable? Ruggiero, V. (1998). Beyond feelings. A guide to critical thinking. Mountain View, CA: Mayfield Publishing Company. RULES FOR CRITIQUES: A. Select a published article related to a subject area of interest to you. B. Prepare a 2-3 page critique of article. C. It must be a double-spaced, left-justified document using APA writing style. D. Begin by summarizing the article (Abstract) using 50 words or less. Summary must be blocked and a single-spaced paragraph. E. Rest of critique is up to you. However, APA writing style must be used. F. Review the file “Explanation of a Critique” found on Blackboard G. For a sample of a critique, please visit: http://www.ncat.edu/~jagaytan/sample_of_critique_Nov_6_06.doc LANGUAGE REVIEW AND EXERCISES: Complete Language Review Exercises found on Blackboard. WORD / POWERPOINT ASSESSMENT: 1) Select one of the two critiques that you have written, make the corrections that I have suggested and add the following items to it: ______________________________________________________________________________________________ Dr. Jorge Gaytan - BUED 360 4 Summer 2009
  • 5. 1. Title Page at the beginning of a multi-page report 2. Font Size/Style changed at least once within the document 3. Page Border on at least one page within the document 4. Header or Footer which includes page numbers 5. Insert graphic and wrapped text 6. Either a bulleted or enumerated items list 7. Table (at least 3x3) 8. At least one change in orientation of page layout (between Portrait and Landscape) 9. Two-column text on at least one page 10. List of References (hanging indent) using APA format 2) After you have developed point # 12 above, continue with the assignment and create a 5-slide PowerPoint presentation that includes the following items: 1. Title slide 2. Professional template design 3. Table from the Word report (or another document) using the table slide 4. Graphic 5. Transition—manual flow 6. Animation 7. Two-column text layout (graphic and bullet) 8. Sound that supports the content of the presentation 9. Hyperlinks to Web resources 10. Hyperlink to Word document Note: To review these concepts, please take a look at the IT Word and PowerPoint manuals available on Blackboard. CRITIQUE OF ORAL PRESENTATION VIDEO: Videotape yourself delivering a 10-minute presentation. Then, play it back to critique yourself, using Chapters 13 and 14 as a guide. Please type your self-evaluation of your oral presentation using one (1) page with 1-inch margins on all sides, font size 12, and double space. I will be grading both content and grammar! TENTATIVE COURSE SCHEDULE Summer 2009: May 18 Introduction and Syllabus ______________________________________________________________________________________________ Dr. Jorge Gaytan - BUED 360 5 Summer 2009
  • 6. 19 Critical thinking lesson 20 Critiques using APA style 21 Chapter 1. End-of-Chapter Exercise Due 22 Chapter 12 25 Happy Memorial Day – nothing due! 26 Chapter 12. First Critique Due. 27 Chapter 13 28 Chapter 13. End-of-Chapter Exercise Due 29 Chapter 14. Critique of Oral Presentation Video Due June 1 Chapter 2 2 Chapter 3. End-of-Chapter Exercise Due 3 Chapter 4. Resume Due 4 Chapter 5. End-of-Chapter Exercise Due 5 Chapter 6 8 Chapter 7. End-of-Chapter Exercise Due 9 Chapter 8. Second Critique Due 10 Chapter 9. End-of-Chapter Exercise Due 11 Chapter 10 12 Chapter 11. End-of-Chapter Exercise Due 15 Review 16 Language Review Exercises Due 17 Review 18 Review 19 Word / PowerPoint Assessment Due 22 Review 23 Final Exam Note: End-of-Chapter Exercises have to do with the following: Using Microsoft Word, please type one (1) page using 1-inch margins on all sides, font size 12, double spacing, and include three (3) things that you have learned from reading the chapter in turn and how you plan to use those things in real life. I will be grading both content and grammar! ______________________________________________________________________________________________ Dr. Jorge Gaytan - BUED 360 6 Summer 2009