Syllabus

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Syllabus

  1. 1. Syllabus: MGT 3003.01F, summer 2010 (Course #31114) Business Communication & Professional Development (Updated June 1, 2010) 11:00 a.m. – 12:30 p.m., Monday through Friday, BB 3.04.18 NOTE: PLEASE DO NOT EVER REFER TO A HARDCOPY OF THIS DOCUMENT—ONLY THE ONLINE VERSION IS CURRENT AND CORRECT. Microsoft Word, Excel & PowerPoint are required to use this document fully. The Web browser you should use for best effectiveness at this and associated Web sites, e.g., Online Writing Lab, links in syllabus & class schedule, etc., is Microsoft Internet Explorer. COURSE TEAM EMAIL ADDRESSES PHONE OFFICE/OFCE HOURS Professor BB 4.04.29 Dr. Bennie Wilson Blackboard message only Blackboard 12:30 p.m.– 1:30 p.m., MTWRF http://faculty.business.utsa.edu/bjwilson message And by appointment  Grammar game points/deductions only  Documented emergency absences Teaching Assistant BB 4.04.29 Henry Shu fbt049@my.utsa.edu Email 10:00 a.m.– 11:00 a.m., MTWRF  Quizzes, midterm, final preferred And by appointment  Self-assessment Library  Résumé  RSO  Miscellaneous points  Deducted points (except grammar game) College of Business Center for Student Professional Development (CSPD) BB 2.01.08 Lisa Marie Gomez Lisa.Gomez@utsa.edu 9:00 a.m. – 5:00 p.m., MTWR and 9:00 a.m. – 3:00 p.m., F Claudia Giliberti Claudia.Giliberti@utsa.edu 458-4858 9:00 a.m. – 4:00 p.m., MTWR Barbara Jackson Barbara.Jackson@utsa.edu 458-4766 Located in University Career Center, room UC 2.02.04 Shirley Rowe Shirley.Rowe@utsa.edu 458-4596  Evaluation of Career Education Needs (Email  University Career Center “Rowdy Jobs” preferred)  University Career Center post survey  “Perfect Interview” OWL Team BB 3.03.05 Stephen Sperber Blackboard message to OWL staff Our goal is to respond to your messages within one work day—please plan early PREFACE (SUMMARIZING WHAT FOLLOWS): Success in this class merely requires that you: • Read (not scan) the syllabus • Come to all classes, on time and prepared. • Have fun. WELCOME TO THIS COURSE: You probably remember that classic book and movie, The Wizard of Oz, in which Dorothy laments to her pet dog: “Toto, I have a feeling we’re not in Kansas anymore.” This course will take you out of “Kansas.” It is a no-nonsense, no-excuse, no-quibbling, and take-responsibility-for-your-actions- and-inactions course. It will introduce many of the issues and variables that you will encounter in what I call the real world of professionalism in the world of business. You may already be a part of this world and have a good idea of what is required for professional success. If so, I ask that you share your insights with your fellow students and me in this class. On the other hand, you may have had little such “real world” work experiences and may be 1
  2. 2. facing, or soon will face, the normal anxiety of beginning a professional career. Regardless, there is a place for you in this class because you will have many opportunities to excel in the behaviors needed to “hit the ground running” on the way to professional success—a success that includes: • Having a strong work ethic and being ethical in your work. • Presenting you in a professional manner. • Being a professionally respected and admired person. • Being the “go to” person to solve problems and to resolve issues. • Having the confidence to face and to address proactively the unexpected. • Expressing yourself in ways that permit others to respond to you in a positive manner. • Having no excuses, rationalizations, or quibbles for any professional shortcomings. • Striving continually to improve your professionalism. • Exhibiting both effective leadership and effective follower-ship. • Working well as an individual and as a productive member of a team. In the real world of work as a leader and a manager, you must: • Lead by example. • Know that good managers and good leaders not only "do things right," but also "do the right things." • Be personally motivated to get the job done before you can motivate others to do so. • Be a conduit for processes that guide others to professional success. • Exhibit loyalty and commitment to the organization and to those you lead, in addition to yourself. • Take responsibility for, and experience the consequences (positive and negative) of your action or inaction. • Never, ever, quibble. You and I are adults. In this class, you will experience adult concepts and language that pertain directly to communication issues in the real world of business. Always remember, there is absolutely no intent to violate your sense of propriety or standards of moral imperative. There is every attempt to respect differences of opinion, to appreciate the experiences of each member of this class, and to discuss real world considerations bearing on ethical and effective communication and professional development in a business environment—all within the context of what our and other cultures consider patterns of acceptable behavior and beliefs. Please permit me to be more specific. We will discuss concepts related to the general differences in communication styles of men and women. We will discuss issues regarding business attire requirements for men and women that help insure your success in the world of professional work. We will also discuss cross-cultural issues as they relate to business communication effectiveness, including such variables as nationality, ethnicity, race, gender, religion, and other cultural categories—not in terms of so-called innate attributes, but in terms of general cultural differences as they affect cross-cultural communication effectiveness. We will discuss real world examples of these concepts. If you believe such discussions are by their nature sexist, racist, politically incorrect, or otherwise insensitive to the dignity of individuals or to that of groups of people, then this class may not be for you and you may want to consider dropping my course. My assumption is that you are intellectually open to the sensitive and respectful discussion in an academic environment of issues directly related to your success in the real world of business. Please bring your opinions, your thoughts, your concerns, and your intellect—you will have the opportunity to voice, and to have others voice, views regarding professional success and communication effectiveness. CAUTION: This is a learning zone! If you are only comfortable in an environment in which you cannot tolerate opinions that differ from your own, then you ought to drop this course immediately. On the other hand, if you can be civil and intellectually open outside of your “comfort zone,” then this is the class for you! After reading this syllabus, you may think that there are too many rules and that this course is too structured and stifles imagination, creativity, and individuality. I promise you that the exact opposite is true. The purpose of these details is to simulate the real world of work—to take you out of “Kansas” and into the professional workplace environment. I want to acquaint you with some common organizational “rules,” both written and 2
  3. 3. unwritten, so that when you start or continue your climb up the ladder of professional success you will not stumble as often as others will—and when you do stumble, you will have the confidence to brush yourself off and to continue on. Nevertheless, I agree that there are a number of “nit-picking” details in this syllabus, and you deserve to know why. You may thank a small minority of students in past classes who spent a large amount of time attempting to “game” or otherwise circumvent the requirements and the spirit of this course. As a result, instead of a five-page syllabus, we have a 20+-page syllabus! Together, you and I can turn this lemon into lemonade—we shall sweeten the course with a sense of humor and a great deal of flexibility--two key ingredients for professional success. Having said this, if you believe that the organization of this course is inconsistent with your values, desires, capabilities, or philosophical orientation, I encourage you to drop this section of this course. There are other fine professors teaching other sections of this course, and their approaches may be more consistent with your needs. Someone once said that there are three types of people in the world—those who make things happen, those who watch things happen, and those who wonder, “What happened?” The intent of this course is to make sure you make things happen in your professional future. Over the course of this semester, we will navigate the peculiarities of effective communication in a business environment and, in so doing, your professional star will be brighter. I relish the opportunity to collaborate with you. An old blues song has the line, "Ain't nobody loves me but my mamma, and she could be jiv'n too." Sometimes when I am feeling sorry for myself, I lament that, "Nobody loves me, nobody cares; I'm all alone in the world." That is when my wife, Karen, starts laughing hysterically. It is like a slap in the face; a splash of cold water—I return to reality. That is where I want you to be—comfortable in the cold realities of communication and professional development in the business world. Initially, this may seem intimidating, even threatening. In fact, it is a fun, imaginative, creative, and profitable place to be, and once you are there you will never want to leave it. You will no longer be in “Kansas, Toto.” (Smile) Respectfully, Dr. Bennie Wilson COURSE DESCRIPTION: You and I will examine basic interpersonal communication processes involving writing and speaking, with practical applications for the business environment. We will discuss issues regarding cross-cultural communications and ethical considerations in business communication. The course emphasizes three primary subjects: (1) planning, researching, organizing, writing, editing, and revising business-related documents; (2) planning, organizing, and delivering oral presentations in a business setting; and (3) preparing for professional success in the business world, including career planning, networking, job searching, résumé preparation, and job application and interviewing. You are required to accomplish written assignments and to make an oral presentation. You need access to the Internet and to the UTSA Web site, including Blackboard, in order to participate fully in this class. COURSE PREREQUISITES: COM 1053 or COM 1043 (Business and Professional Speech), and WRC 1023 or ENG 1023 (Freshman Composition II). VERY IMPORTANT NOTE: The following policies apply regarding course prerequisites and enrollment: • It is your responsibility to meet the course prerequisites prior to enrolling in this course, or to have an approved prerequisite substitution through the College of Business Undergraduate Advising Office. Otherwise, I must cancel your enrollment in the class. • If you enroll late for the class, you will not be able to complete (or make-up) any graded assignments that were due prior to your enrollment, since to do so would compromise assignment grades and would be inequitable to the students who enrolled and attended classes on time. 3
  4. 4. • If the University Registrar cancels your enrollment in the course for failure to pay fees—no matter whom you believe is at “fault”—you will not be able to complete assignments or to attend classes during the period of canceled enrollment, even if you subsequently re-enroll in the course for payment of fees. It is your responsibility to obtain financial aid in time for the beginning of classes. The University is not liable for students not enrolled in the class and who do not otherwise have permission to be in the class. BACHELOR OF BUSINESS ADMINISTRATION (B.B.A.) DEGREE PROGRAM GOALS: • Students will be able to communicate, orally and in writing, information and ideas pertinent to business decision-making. (This course directly supports this goal.) • Students will be able to use quantitative analysis and quantitative and non-quantitative reasoning to effectively identify and solve business problems. (MS 1023, MS 3043, MS 3053) • Students will be able to use current information technology to support business decision-making. (FIN 3014) • Students will be able to incorporate a global perspective in business decisions. (MGT 4893) • Students will be able to identify ethical and legal issues in a business context and find alternatives that demonstrate ethical values. (BLW 3013) COURSE OBJECTIVES SUPPORTING B.B.A. PROGRAM GOALS: In developing skills in expressing oneself orally and in writing in a business environment, and in learning to apply course material, each student will: • Prepare four pieces of business correspondence that show proficiency in writing in a business environment, to include the context of correspondence relative to being informational, positive, negative, and persuasive in content. • Complete a self-administered, Blackboard-based Online Writing Lab (OWL) that provides initial- and post- assessment and tutoring through four modules covering English composition, English mechanics, writing style, and critical thinking in a business context. • Complete six OWL supplemental modules covering the areas of résumé writing, job application cover and approach letter preparation, report writing, email preparation, oral presentation, and citing sources in a business context. • Deliver an oral presentation of a business-oriented nature (sales pitch, business informational briefing, financial update, trend analysis, etc.) that shows proficiency in communicating verbally in a business environment. REQUIRED COURSE MATERIALS: • Business Communication Essentials, 4th ed., Courtland Bovée, and John Thill; Prentice Hall, 2010. o Print edition: ISBN-10: 0-13-608441-9 or ISBN-13: 978-0-13-648441-9 o e-text edition: ISBN-10: 0-13-608483-4 or ISBN-13: 978-0-13-608483-9 • Self-Assessment Library (print edition), version 3.4, Stephen Robbins; Prentice Hall, 2009, ISBN-10: 0-13-608376-4, or ISBN-13: 978-0-13-608376-4 • ParScore test form X-101864-PAR-L (approximately 20) • #2 pencil EXPECTATIONS: I expect you to: • Check your course Blackboard site frequently for messages and for grades. (See instructions.) • Read assigned chapters, outside readings, and accomplish exercises before class. • Attend classes regularly and to participate actively in class discussions and projects. (See UTSA policies on class participation in the UTSA Undergraduate Catalog.) • Exercise self-discipline and to respect the rights of others at all times. This includes turning off your cellular phone, beeper, and watch alarm while class is in session. (See UTSA policies on your rights and responsibilities and the Student Code of Conduct in the UTSA Information Bulletin.) 4
  5. 5. • Read and understand UTSA general academic regulations regarding grades, dropping courses, etc., in the UTSA Information Bulletin and the Schedule of Classes and Registration Instructions at https://asap.utsa.edu/pls/prod/xwskschd.P_UTSA_OpenSch. • Maintain high standards of personal honor and integrity in your class work. QUALITY ENHANCEMENT PLAN (QEP): The QEP enhances student learning and is a required component of the accreditation process conducted by the Southern Association of Colleges and Schools (SACS). The UTSA QEP, Quantitative Scholarship: From Literacy to Mastery, provides you with the skills needed to evaluate and interpret data, understand risks and benefits, and make informed decisions in your personal and professional lives. The plan focuses on integrating quantitative reasoning and communication skills in existing courses across the undergraduate curriculum. All UTSA students, faculty, and staff are encouraged to learn more about the QEP by visiting the website www.utsa.edu/qep. ACCOMMODATIONS: Students requiring special accommodations, e.g., registration assistance, seating, testing, presentation equipment, etc., should contact me and the Office of Disability Services located at MS 2.03.18 (458-4157) or BV 1.302 (458-2945) to make arrangements. ACADEMIC INTEGRITY: Personal and professional integrity are very much valued in this course. Follow the College of Business Honor Pledge both in letter and in spirit: "On my honor, as a student of The University of Texas at San Antonio, I will uphold the highest standards of academic integrity and personal accountability for the advancement of the dignity and the reputation of our university and myself." I do not ever tolerate academic dishonesty. The teaching assistant and the reader/graders will assist me in proctoring examinations. The best proctors, however, are you and your fellow students. It is the responsibility of everyone in class to be intolerant of, and to report all instances of academic dishonesty. The following are just a few examples of academic dishonesty that may result in disciplinary action up to and including the award of an “F” for the course and being permanently expelled from the University. • Submitting false or misleading documentation regarding accomplishing any class assignment or extra-credit opportunity. • Copying the work of another student or looking at another student’s exam answer form or assignment prior to grading. • Engaging in any form of communication—verbally, in writing, nonverbally, “texting,” etc.—with another student during a quiz, examination, or assignment. • Taking an exam or quiz—including Online Writing Lab (OWL) based quizzes—for another person, permitting another person to do so on your behalf, or otherwise collaborating with someone else to complete any class assignment that is not solely your own work. The only exception to this is preparation of team in-class oral presentations, if any. • Lying to the professor, to the teaching assistant, or to a reader/grader regarding a matter that affects the course and grade status of you and/or other students in this course. • Misrepresenting attendance at, or participation in, any class or extra-credit event. • Violating any provision of the Student Code of Conduct contained in the UTSA Information guide. Complete all assignments, including those accomplished via the online writing lab (OWL and the take-home writing assignment), without assistance from other students, other faculty members, the staff of the CSPD or the University Career Center, or assistance from any other individual. The text, other publications, information on the Internet, class presentations, the library, and the modules on the OWL provide you the resources that you need to complete all written assignments. 5
  6. 6. Because of past abuses of the Student Code of Conduct on the part of a very few students in this course, there are several methods of detecting academic dishonesty in this class. For example, the Online Writing Lab (OWL) program has a security protocol that records each student's actions on each of the OWL modules. I will use anti- plagiarism software to detect collaboration on the take-home writing assignment. These are only two of the processes used in helping make sure that the few students who believe cheating is the road to success do not bring that philosophy into our classroom. STUDY ASSISTANCE: You may visit the following Web sites and CD-ROM to assist in your studying for exams and quizzes based on the text, for improving your English grammar skills, and for expanding your professional development. I also encourage you to do the exercises at the end of each chapter, and to take advantage of the practice quizzes at some of the following Web sites. • UTSA Writing Center (HSS 3.03.08): http://www.utsa.edu/twc • http://wps.prenhall.com/bp_bovee_bce_4 • http://www.prenhall.com/bp_bc_study_hall/ ASSISTANCE WITH PROBLEMS ACCESSING ONLINE ITEMS: There are many people available to assist you (the teaching assistant, the OWL Team, the CSPD staff, etc.) in completing your assignments on time. Nevertheless, no one is able to give you instantaneous responses to your email; so waiting one or two days before an assignment is due to find out that you have a problem (for example, accessing the OWL, or other online assignments) will leave you "out in the cold." CLASS PARTICIPATION & DECORUM: Classes include lectures delivered by guest lecturers and by me, and augment and emphasize key points raised in reading assignments. There may be exercises and discussions designed to show practical understanding of business communication topics. I ask you to participate fully and enthusiastically in each class session—sometimes on an individual basis, other times on a team basis. Your individual participation is essential to the learning process for all class members. We have the opportunity to share each other’s thoughts and concerns regarding business communication issues. • Mutual respect. Students must show respect for fellow students, the professor, and guest lecturers by: o Not engaging in prolonged chatter while others are making presentations. o Arriving at the classroom before class starts. o Leaving class only after I dismiss the class. o Being civil in one's tone and manner. o Turning off cell phones and beepers--no exceptions. Students with cell phones will keep them in their pockets or in their purses. Those failing to do so must leave class. Further, if the class has a guest lecturer, that student is ipso facto absent from class--whether or not I take attendance—and I will deduct 50 points for such inattention. After all, anyone sleeping or otherwise preoccupied with his or her cell phone, laptop, or iPod is not paying attention to or treating respectfully the guest lecturer. If you have emergency reasons for having a cell phone or beeper on in class, bring that fact to my attention prior to the beginning of class. If approved, you may put the instrument on the vibrate setting. o Not using laptop computers, PDAs, iPods, reading newspapers, sleeping, or being otherwise inattentive. For those who like to use a laptop to take notes, I deeply regret this restriction. You are the victim of your colleagues who abuse this privilege by surfing the Web or doing other things not related to the class. Nevertheless, you likely will not have much need for a laptop since the text is the basis for quizzes and exams, and the PowerPoint slides for my lectures link to the class schedule. In addition, I find that many other students in class are distracted with the keyboard noise of folks typing on their laptops. o Not eating or drinking in the classroom. 6
  7. 7. • Classroom seating. Except for students registered with Disability Services and who require classroom adaptations or other accommodations, students and guests may not sit at the seats and tables behind the back row of fixed seats. Further, students and guests may not sit in entry areas, on the floor, or on stairways, and may not stand through class. Students choosing to do these things will be asked to leave the room and will not be eligible to participate in classroom activities for that class session, e.g., exams, quizzes, extra-credit opportunities, class attendance, etc. The only exceptions to this policy are students, e.g., seating, testing, presentation equipment, etc., as verified by the staff. The reasons for this policy are: o In accordance with the National Fire Protection Association (NFPA) 101 Life Safety Code, 2006 edition, and the State of Texas Fire Marshal's Office, lecture halls and auditoriums have an occupant load level based on the number of fixed seats within the auditorium. Any space provided at the back of the classroom (behind the permanently affixed seats) is to accommodate mobility-impaired persons registered with the Office of Career Services. Exception: an assistant for a mobility-impaired individual may sit in the back of an auditorium near that person in order to assist them. o Close proximity between students and the professor facilitates effective communication and a positive learning environment. • Classroom attendance. Please refer to the University Handbook of Operating Procedures regarding attendance policies for students. Students must be at every class, and on time. Being absent from or late for class is unprofessional and reflects poor preparation for the real world of work. It is also discourteous to your fellow students, to guest presenters, and to me as your professor. Becoming an effective communicator includes becoming a good listener. You can only become a good listener—and get a better appreciation of appropriate communication techniques—if you are in class to listen and to share your views and experiences. Accordingly, the following attendance process will be followed: o Attendance is taken for classes with guest lecturers or student presentations via the appropriate ParScore answer form (ParScore test form X-101864-PAR-L) appropriately completed and using a #2 pencil. (For instruction for properly completing the form, see <http://dlc.utsa.edu/services/Forms/parscore_instructions.doc>.) Students not completing the form appropriately, or using the incorrect ParScore form fail to document their presence in class. (NOTE: ParScore answer sheets for unannounced quizzes conducted during class periods that have guest lecturers may also document attendance.) o You are expected always to have available several ParScore test forms X-101864-PAR-L and a #2 pencil— at least two ParScore forms for each class to accommodate a maximum of two unannounced quizzes each class and two attendance rolls for each class with a guest lecturer and/or in-class oral presentation. (See <http://dlc.utsa.edu/services/Forms/parscore_instructions.doc> for instructions on correctly filling out the ParScore form.) If you fail to have the form, you are encouraged to request an appropriate form from your fellow classmates and/or to ask me as your professor to make a general request to assist you in obtaining a form. Regardless, you are solely responsible for ensuring you have an appropriate ParScore form to verify attendance in class. o "Absent" is as not being present at the official starting time of the class, and departing class prior to its dismissal. Fifty points are deducted for absences from classes with guest lectures and in-class oral presentations. Attendance is taken any time after class has been in session. o Students choosing to sit in the non-permanently installed seats in the back of the classroom, or who sit in entry areas, on the floor, or on the stairways are considered absent from class, and are not eligible to participate in classroom activities for that class session, e.g., exams, quizzes, extra-credit opportunities. 7
  8. 8. o Students who attempt to circumvent the attendance process—both for class or for an extra-credit event--by handing in attendance ParScore answer sheets or other attendance media for other students--a violation of this syllabus and the Student Code of Conduct—will have disciplinary action initiated through the Office of Student Judicial Affairs. The benefiting student who was absent will also receive the appropriate point deduction for the absence, with additional consideration for disciplinary action through the Office of Student Judicial Affairs. o Students who must leave guest lectures or in-class oral presentations early for plausible reasons are expected to return to class unless previous arrangements are made with the teaching assistant. Failure to do so will result in being considered absent from class. The intent here is not to "harass" you or to make life difficult for you--the purpose is to ensure the respectful treatment of guest lecturers and your fellow students. o There will be times when you have other "must do" situations that conflict with your classes. Unless you are experiencing a verifiable emergency (as defined in this syllabus under “Grading Policies”), or have one of the other clearly delineated exceptions, please do not ask to be exempt from any lost points for being absent from an unannounced quiz, guest lecture, or from in-class oral presentations. Your one-time allocation of 50 extra-credit points and other extra-credit point opportunities are designed to assist you in partially making up points lost for non-emergency, unavoidable absences, such as scheduled medical and dental appointments that conflict with class, day-care scheduling issues, non-emergency illnesses, etc. Please see exceptions under “Grading Policies,” and review the section under “Extra Credit” for details on earning extra-credit points.) GUEST LECTURES: Throughout the semester, there will be opportunities for business executives, civic and political leaders, and educators to address our class regarding the personal qualities needed for success in the professional world and the practical implications of effective business communications. A list of past guest lecturers is at the end of this syllabus. Class attendance will be taken for presentations by guest lecturers with (***) indicated in the class schedule. Failure to attend guest lectures will result in the deduction of 50 points for each occurrence, except for students with mandatory conflicting UTSA obligations for which I have received prior notification, or who provide documented evidence of a verifiable emergency. Extra-credit points are available to help make up deducted points. Unless you have experienced a verifiable emergency (being caught in traffic on Loop 1604 or not being able to find a parking space are not considered verifiable emergencies!), being late for guest lectures is considered rude to the guest lecturer and to the class and is not considered acceptable professional behavior. Further, since students are expected to be present on time at all classes, it is irrelevant that some guest lectures will be scheduled on a short-notice basis. The following procedures apply: • After the scheduled time for class (before the guest lecture, after the guest lecture, or both), the students present will use ParScore answer sheets to register their attendance. If you have not recorded your attendance via the appropriate ParScore answer sheet by the time attendance is taken, you will be counted as absent—period; no exceptions! Fifty points will be deducted for non-attendance. (NOTE: If you use the wrong ParScore form for attendance, you will be counted as absent.) • Students who leave the classroom without returning prior to the end of the guest lecture will not be considered present for the guest lecture unless they provide documentation of a verifiable emergency. Fifty points will be deducted for such “non-attendance.” • Students not paying courteous attention to a guest lecture will not be considered present for class. This includes, as examples, students who spend most of the time during the guest lecture reading, using or looking at a computer or other electronic devices, engaging in prolonged conversation with other students, or who are otherwise inattentive to the lecture. Fifty points will be deducted for such “non-attendance.” 8
  9. 9. If from these detailed instructions you get the idea that being late or inattentive for guest lectures for non- emergency reasons is unacceptable, then you are very astute! WHAT DID YOU INITIALLY KNOW, AND WHAT DID YOU LEARN? Unfortunately, few of us professors have much knowledge of what students already know about a subject at the beginning of a course. As a result, there is no real assessment of what students learned because of completing this course. In order to give me a map of the needed direction of course content and presentation, and to help me assess the level of real learning that takes place in our course, you will take a pre-test of course materials at the beginning of the semester, which will have no bearing on your course grade. The final examination at the end of the semester will serve as a post- test and, of course, will be a factor in your course grade. It is to your benefit to take the pre-test seriously—even though it will not affect your course grade--since the pre-test questions are taken directly from the textbook author’s test bank—the same test bank that will be used to construct most of the class quizzes, the midterm exam, and the final exam. The pre-test will address the following five main subject areas of this course: • General communication concepts • Business writing concepts • Business oral presentation concepts • Professional development issues • English grammar, mechanics, and usage USING THE ONLINE WRITING LAB (OWL): You will complete many of the class assignments via the Online Writing Lab. (NOTE: Do not start the OWL until you attend the in-class OWL presentation.) The OWL is available at your Blackboard site. (NOTE: The Blackboard server is unavailable every morning between 3:05 a.m. – 3:25 a.m.) For any OWL questions or issues, contact the OWL Team by sending a Blackboard message to “all section instructors” within the OWL site. Our goal is for you to get a response from a member of the OWL team within 24 hours of your query, excluding weekends. CAUTION: A word to the wise--do not wait until the last minute to do OWL-based assignments. If you wait to do an assignment within 24 hours of its due date and you have a question for the OWL team, you may not receive a response in time. Further, technical glitches are a reality of working online, so plan for them rather than using them as excuses for not completing your assignments on time. Remember, all OWL assignments are to be done on an individual basis, without assistance from any other person—doing otherwise subjects a student to disciplinary action for violating the Student Code of Conduct and University and College ethics policies. In order to use the OWL efficiently, use the Microsoft Internet Explorer browser, and disable your "pop-up" blocker. If you have problems with the OWL on your home computer, use the computers in the computer labs on campus. The OWL will prompt you as to whether you want to save your quiz answers or not. Regardless, whether or not you save your answers, when you indicate that you have completed a quiz, you will not be permitted to access that quiz again! In addition, each quiz is timed, and if you terminate a quiz session or visit another part of the OWL during the quiz, that time runs out—you cannot reenter the quiz for credit! OWL GRAMMAR-BUSINESS WRITING ASSESSMENT (four "Core Modules”): You are required to take, via the online writing lab (OWL), a self-administered, Blackboard-based assessment of your grammar and writing proficiency in a business setting. The purposes of the OWL are (a) to assess your English grammar and writing skills, and (b) to give you assistance in improving these skills in areas where you indicate some weaknesses; thus, making you a better communicator in today’s world business environment. As preparation for this assessment, please review pages H-1 through H-29 of your Bovée text, the CD-ROM entitled Peak Performance: Grammar & 9
  10. 10. Mechanics, and a basic college or high school text on English grammar and composition. (NOTE: I will not be providing answers to diagnostic tests as stated on page H-1 of the Bovée text; however, I encourage you to take advantage of each chapter's exercises on "Improve Your Grammar, Mechanics, and Usage," and to check your responses on pages AK-1 through AK-4 of the text.) The process listed below determines your grammar-business writing assessment grade. Please contact the OWL staff for any assistance or questions you have regarding this assignment. For each of the four subject areas forming this assignment (writing composition, mechanics, business writing style, and critical thinking) you will: • First, complete the initial assessment. • Second, read the core module for that subject area. • Third, complete the post assessment. Your grade for this assignment is the average of your four post assessment grades, multiplied by two. All four of the modules and their assessments must be completed by the due date for this assignment listed in the class schedule. OTHER OWL-BASED ASSIGNMENTS: You must complete the six OWL-based assignments found behind the "Supplemental Modules" icon in the OWL Study Hall. The supplemental modules do not have initial assessments, and your grade for each of these assignments is one-half of your score on the post-assessment found at the end of each module. These modules cover (1) professional résumés, (2) job application & approach letters [cover letters], (3) report writing, (4) writing emails, (5) presentation skills, and (6) citing sources. TAKE-HOME WRITING ASSIGNMENT: You will complete a take-home writing assignment on business correspondence. Grading of this assignment reflects concepts covered in your text, in class lectures, and in any outside reading that you need to research regarding the following key writing communication concepts: • Organization • Active/passive language • “You” orientation • Reader benefit, alternative • Respectful tone • Formatting • Spelling, grammar, punctuation, content • Design and readability • Goodwill See the course schedule of classes for discussion and distribution of the take-home writing assignment. Failure to follow the instructions for completing this assignment will result in a grade of “zero” on the assignment. Like other assignments, the take-home writing assignment is not a team assignment. Do your own work without the benefit of other students, faculty, or anyone else. Also like other assignments, the take-home writing assignment will be graded by the teaching assistant, one of several reader/graders (selected students who have successfully completed this course and who have been trained to grade these assignments), or by me. The list of reader/graders is on the first page of this syllabus. The take-home writing assignment is due by the beginning of the class as indicated on the class schedule. If you are unable to attend class on that day for any reason, you must email or fax your completed assignment to me or to the TA prior to the beginning of the class you will miss. Otherwise, you will receive a grade of zero for the assignment. SELF-ASSESSMENT PROFESSIONAL DEVELOPMENT ASSIGNMENTS: You are required to complete two self-assessment assignments designed to help you evaluate your professional interests, your career aspirations, and a little about your personality and how others might perceive you. (NOTE: For students interested in learning 10
  11. 11. more about personality types and how they relate to the world of work, the Do What You Are® assessment is available through the University Career Center Web.) •Evaluation of Career Education Needs: To assist in the evaluation of the professional development needs of our class, you will complete an "Evaluation of Career Education Needs" online to provide the CSPD appropriate data. Access this at http://www.surveymonkey.com/s/JCKDGLR. (NOTE: If you cannot access your site, please email Shirley Rowe, giving your name, Banner ID number, and MGT 3003 section number.) Your completed evaluation will be submitted automatically to the CSPD—you will not receive a confirmation notice—the staff of which will let me know which students completed this assignment by the deadline listed in the course schedule. (NOTE: You should print a copy of the last page containing your name, Banner ID, and date for your own files in case the online transmission fails for some technical reason.) You will NOT hand in this copy. If you claim a transmission problem, but have no hard copy of the last page of the input, it will be assumed that you did not complete the assignment. •Self-assessment Library: Just after “Spring Break,” you will turn in your entire hard copy of Robbins’ Self- Assessment Library with all 67 self-assessment instruments completed. (NOTE: Please do not remove your completed self-assessments from the textbook.) The purpose of this assignment is to “motivate” you to look more deeply into your own traits, perceptions, attitudes and needs. In the class schedule are the recommended (not mandatory) periods for you to have completed the self-assessment instruments so that you’ll be ready to fully appreciate the various subjects in this course. You must put your name and class section on the front cover of the Robbins’ book and you will turn in the entire completed book intact. The due date for submitting this assignment in class is in the class schedule—failure to meet this deadline will result in an assignment grade of “zero.” Further, you must pick up your reviewed assignment in class on the date that is also in the class schedule--failure to meet this deadline will result in an assignment grade of 50 points (rather than then 100 points the assignment is worth). NOTE OF CAUTION: Please do not make the mistake of waiting until late in the semester to buy this textbook— the inability to find the text in stock will not be a basis for meeting the above deadlines. RÉSUMÉ: You will prepare a professional job résumé as part of the professional development portion of this course. I encourage you to review the résumé preparation checklist linked at http://faculty.business.utsa.edu/bjwilson/docs/Resume%20Preparation%20Checklist.doc. Your résumé should be for a job or types of jobs you will be seeking. The process for completing the résumé assignment includes the following: o Turn in a hard copy of your résumé in class on the date listed in the course schedule--the résumé must follow the format at http://faculty.business.utsa.edu/bjwilson/docs/Resume%20format.doc. o The CSPD staff will evaluate your résumé using the evaluation form at http://faculty.business.utsa.edu/bjwilson/docs/ResumeGradingTemplate.doc. CHAPTER QUIZZES: During the semester, there will be several unannounced quizzes. They will cover key points in the text chapters under review, the subject of a guest lecture, or even the provisions of this syllabus. The quizzes are designed to motivate you to keep up with your reading assignments and to attend classes on a regular and timely basis, i.e., reinforce within you a strong work ethic that will benefit you as a professional in the real world of business. Accordingly, unless a student is absent or late for class for one of the five acceptable reasons listed under “Grading Policies” below, a missed quiz cannot be taken later. These quizzes will be administered and graded in various formats, including orally (“listening” quizzes), in printed form, individually, as a democratic group, or with a “benevolent dictator.” Students late for class by the time a listening, democratic, or benevolent dictator starts are not permitted to complete that quiz. Quizzes may be administered at any time during class and more than one quiz may be administered during any specific class. Since quizzes are unannounced, you are expected always to have available at least two ParScore test 11
  12. 12. form X-101864-PAR-L and a #2 pencil, since these will be used primarily for taking quizzes. If you fail to have a form, you are encouraged to request an appropriate form from your fellow classmates and/or to ask me as your professor to make a general request to assist you in obtaining a form. Regardless, you are solely responsible for ensuring you have an appropriate ParScore form to respond to quizzes and other examinations. (See <http://dlc.utsa.edu/services/Forms/parscore_instructions.doc> for instructions on correctly filling out the ParScore form. Also, see http://dlc.utsa.edu/services/Parscore/parscore_zero.pdf for the four ways to earn a “zero” on a ParScore form.) MIDTERM & FINAL EXAMINATIONS: Use the same ParScore form edition to complete the midterm and final examinations. See the above provisions regarding your sole responsibility for having on hand the correct ParScore form. These examinations will consist of multiple-choice questions covering the chapters in the Bovée text that are listed on the tentative course schedule. They are designed to ensure that you understand the concepts and applications covered by the readings and related discussions. VERY IMPORTANT NOTE: Students using the incorrect form for quizzes, the midterm examination, and/or the final examination earn a grade of a “zero.” Further, if the correct ParScore form cannot be scored because it was improperly completed, e.g., failure to use a #2 pencil, incorrect Banner ID number, the rectangles (“bubbles”) for the ID number are incorrectly filled in, the “bubble” for the test form is not filled in, etc., your grade for the exam will be ”zero.” As in the real world of professional work, you are accountable for your responsibilities, and it is a waste of resources when others have to correct your errors. IN-CLASS ORAL PRESENTATION: (NOTE: See “Grading Policies” below regarding students who previously completed the Junior Achievement program successfully under sponsorship of my class.) Each student will make an in-class business-oriented oral presentation, on a subject of his or her choosing, to the other members of the class. The grading sheets linked to this syllabus--at http://faculty.business.utsa.edu/bjwilson/docs/OralPresGradingTemplateInd.doc for individual presentations, and at http://faculty.business.utsa.edu/bjwilson/docs/OralPresGradingTemplateGp.doc for team presentations--are used to evaluate your presentation. (NOTE: Presentations will normally be individual in nature, unless a large number of students make it necessary for team presentations.) In addition, peer evaluation—linked at http://faculty.business.utsa.edu/bjwilson/docs/PeerEval.doc--will provide you additional feedback, but they will not be used to determine presentation grades. Your oral presentation will be videotaped whenever possible and the tape linked to your Blackboard site so that you may review it at your convenience. Additionally, you are encouraged to meet with the individual (professor, teaching assistant) who grades your presentation for an in-depth critique of your presentation skills. Oral presentations will be completed in class in accordance with the oral presentation schedules linked in the course schedule. Students not scheduled to make oral presentations on a particular day must attend these class sessions. These students will learn much about effective and ineffective oral presentations, in addition to forming the "audience" for the in-class presentations. Further, it would be rude to your fellow students making the presentations for all other students not to be present. Caution: Unannounced quizzes and attendance may occur during in-class oral presentations class sessions. In order to prevent playing "musical chairs" with the oral presentation schedule, no changes will be made to the schedule unless a student meets the provisions of the syllabus regarding verifiable emergencies or one of the other exceptions listed in “Grading Policies” below. Further, you must send me a private Blackboard message giving specifics as to why you need a schedule change. Students not present for their oral presentations as scheduled must refer to the below “Very Important Note.” For team presentations (if any), if a team member does not fulfill his or her presentation obligation, the other team member(s) will have to make the presentation as scheduled. Failure to contact your presentation partner one 12
  13. 13. calendar week prior to the scheduled presentation date will result in the provision described below under “Very Important Note.” VERY IMPORTANT NOTE: Since the official course description for MGT 3003 requires students to make an oral presentation, failure to make an oral presentation through your own fault will result in a course grade of "F." The following rules apply: • For individual presentations: o If you fail to give your oral presentation on the date assigned on the oral presentation schedule (or you are called on if on space available status) for a verifiable, documented emergency, you will be rescheduled on space-available status without penalty. If a documented verifiable emergency prevents you from making an in-class oral presentation prior to the end of the semester, you will be given a course grade of “IN” (incomplete). o Each time you fail to give your oral presentation on the date assigned (or called on if on space-available status) for a reason that is not a verifiable documented emergency, you will be rescheduled on space- available status, with a penalty of a 50-point deduction. If you do not have a verifiable emergency that caused you to be unable to make an in-class oral presentation prior to the end of the semester, you will earn a course grade of “F.” • For team presentations: o If a team member does not fulfill his or her presentation obligation for any reason, the other team member(s) will have to make the presentation as scheduled, and the absent team member will have to make an individual presentation in space-available status. o If a team member fails to participate in the team presentation on the date assigned on the oral presentation schedule for a verifiable, documented emergency, he or she will be rescheduled as an individual presenter in space-available status, without penalty. (See above policies for individual presenters.) o If a team member does not contact—in person--his or her presentation partner(s) at least one calendar week prior to the presentation date, that team member will be rescheduled as an individual presenter in space- available status, with a penalty of a 50-point deduction. (See above policies for individual presenters.) EXTRA CREDIT: You have the opportunity to earn extra-credit points. These are designed to afford you the opportunity to expand your professional and intellectual horizons while enrolled at UTSA in pursuit of your professional goals. You may also use extra-credit points--including the one-time 50 points for missing points due to unavoidable non-emergency absences, e.g., relatively minor illnesses, having to take the kids to daycare early, minor automobile accidents, attending the funerals of friends and family (see exceptions under “Grading Policies”), computer “crashes” that prevent you from completing an assignment on time, and the like. • Extra-credit points will be added to the total points you earn from graded items (see “Course Grade Determination” below). The last days to earn extra credit for various items are indicated below and in the class schedule. Extra-credit events are subject to availability and cannot be transferred. • Do not attend extra-credit events that conflict with your MGT 3003 class, or any other UTSA class for which you are registered, without the expressed authorization of the course professor. • If you volunteer to undertake an extra-credit event outside of the University, e.g., assisting JA with their Bowl- A-Thon, the Business Hall of Fame, etc., and you subsequently withdraw your volunteer status for non- emergency reasons, I will deduct the number of extra-credit points the event is worth. So, please do not volunteer for events that you cannot complete. 13
  14. 14. • You are responsible for knowing what extra-credit points you have earned. If you desire to challenge the number of extra-credit points that are recorded for you, then you must be specific in terms of which points you believe you earned, including the specific events, dates, and times you earned your claimed points. Extra- Due Date Extra-credit Items (Blackboard label) credit Points Register with University Career Center “Rowdy Jobs” (1) (“EC-Rowdy Jobs”) 20 Jun. 6 Member of a professional organization/association (3) ("EC-Prof Org") 20 Jun. 11 Complete “Perfect Interview” online (2) (“Perfect”) 20 Jun. 13 Completing University Career Center “Post-survey” (4) (“EC-Survey”) 20 Jun. 25 Group Mock Interview (5) (“EC-Mock”) 50 Jun. 25 Grammar Game (6) (“EC-Game”) as earned Jun. 25 Miscellaneous Points (7) (“EC-Misc”) as earned Jun. 25 (1) Access the University Career Center Web site (www.utsa.edu/careercenter) to register for “Rowdy Jobs” (formerly known as the “job bank”). Students who have previously registered with the University Career Center have the responsibility, prior to the deadline for earning this extra credit, to verify that their previous registration is still active (do this by logging into your “Rowdy Jobs” account and “Update Your Profile).” The University Career Center folks will verify “Rowdy Jobs” registrants after the deadline date. (2) To earn extra credit for the online “Perfect Interview,” follow these instructions: o Access http://www.utsa.edu/careercenter/students/job_search/perfect_interview.htm for instructions. o Create an account (instructions are on the site); your user ID and password will be emailed to you for access to the interview site. o Go back to the site and login and click on “start a New Interview.” o “Perfect Interview” will “ask” you to respond to several questions to tailor the interview to your needs. You may choose the level of experience or type of position that you wish; however, when asked to select the length of the interview, you must select “medium” or “long” or you will not receive extra credit. o If you have access to a webcam, you may videotape your interview. o After you indicate all of your selections, click “Start Interview.” o After you respond to all of the questions, the program will “ask” if you would like to save your interview. Click the “Save” button or else the program will discard your interview. o Once you have saved your interview, a screen will list your interview(s). Select the interview that you want. o In the “Recipient’s Address” area, type in my email address: bennie.wilson@utsa.edu. o In the message box, include your name, Banner ID number, and class section (001 or 004). o On the left-side bar, click the button labeled “Share,” and I will receive verification of your interview. I must receive it by the deadline date listed in the class schedule in order for you to receive the extra credit. (3) To certify your current membership in a qualified professional organization, use the extra-credit certification form linked at http://faculty.business.utsa.edu/bjwilson/docs/ExtraCreditCertificationsForm.doc. Certification of your membership must be received by the date on the course schedule. Current membership in an eligible organization that you joined prior to this semester also qualifies for the extra credit, but you must provide certification of that fact by the deadline date. A membership fee or dues may be charged for this activity. Generally, the professional organization/association must be related to your academic discipline or major. Qualifying organizations may be Registered Student Organizations (RSO) that are classified as “professional.” 14
  15. 15. The professional organization may be an on-campus or an off-campus association. College of Business RSOs (linked at RSO) generally qualify under these criteria for business majors. Chartered Student Organizations (CSO), social fraternities/sororities, honor societies, and ROTC units, do not qualify (ROTC is an academic program). Some RSOs have specific membership sign-up periods, so check early for RSO requirements. There is no additional extra credit for belonging to more than one qualifying professional organization. (4) To assist in the evaluation of the outcome of the career education components of our class, you have the opportunity to complete a "Post-survey" online in order to provide the University Career Center office appropriate data. (IMPORTANT: This survey will be open only between the dates listed in the course schedule, and only to students who have registered with University Career Center “Rowdy Jobs” (formerly known as the “job bank”) and who have completed the Evaluation of Career Education Needs assignment on time.) Access the post- survey at http://www.surveymonkey.com/s/JCSS58V. (NOTE: If you cannot access your site, please email Shirley Rowe, giving your name, Banner ID number, and MGT 3003 section number.) Your completed post-survey is submitted automatically to the University Career Center. You will not receive a confirmation notice. NOTE: You should print a copy of the last page containing your name and Banner ID for your own files in case the online transmission fails for some technical reason, prior to submitting your evaluation to the staff of the University Career Center. You will NOT hand in this copy. If you claim a transmission problem, but have no hard copy of the last page of the input, it will be assumed that you did not complete the assignment. (5) Interviewing skills are vital to your professional development and business communication skills. You have the opportunity to participate in a group mock interview session by making an appointment through the University Career Center “Rowdy Jobs” Web site. Each participants must (1) dress in business professional attire, (2) bring a completed résumé, (3) be prepared to respond to typical interview questions, and (4) be on time for the mock interview. The folks in the University Career Center will inform me who successfully completed the mock interview for this extra credit. The mock interview schedule is: o Wednesday, June 16, 3:00-4:30 p.m., Harris Room (UC 2.212) o Tuesday, July 20, 2:30-4:00 p.m., Harris Room (UC 2.212) (6) Effective after the first class period, if you find grammatical, spelling, or punctuation errors (not errors of “fact”) in any of my Blackboard discussion messages, in any of the OWL learning modules, or in any course document for which I am personally responsible, i.e., syllabus, class schedule, formatted documents, etc —you will be awarded 10 extra-credit points. (NOTE: I refer challenges regarding the OWL to the OWL staff for research, so my responses to these challenges may take a few days.) OWL quizzes are not subject to the grammar game because this would compromise them. Please refer errors in OWL quizzes directly to me via private Blackboard mail. The rules are: o The document with the error must be accessible to all of my MGT 3003 students. o You must be the first student to bring the error to my attention, and you must do so via Blackboard discussion message so that everyone might learn from your challenge. o You must describe the exact location of the error, the nature of the error, and your proposed correction. For example, if it is on the OWL, tell me which module, assessment, or section, on which page, which paragraph, etc. If it is in the syllabus, tell me the section, the paragraph, the sentence number, etc. o The error must involve grammar, spelling, or punctuation. Since many of the documents are Web (HTML) documents, whereby spacing can be problematic, and since Blackboard tends to suffer the same issue, spacing "errors" will not be subject to the grammar game. 15
  16. 16. o You may bring the error to my attention at any time if the error is on the OWL site, the syllabus, or course schedule, but you must bring the error to my attention by 11:59 p.m. of the day after I make the error if the error is on a Blackboard discussion message. o If you are correct in your challenge, I will award you 10 extra-credit points for each error identified. If you are incorrect in your allegation of an error (your "challenge"), I shall deduct four points per incorrect allegation. Further, whether or not your challenge is correct—and even if it is an invalid challenge--I shall deduct four points per grammatical, spelling, or punctuation error in your challenge. In the real world of work, allegations of error are usually made under some risk! (7) Points are included under this category if they do not pertain to any other category, including the one-time 50 points for points missed due to unavoidable non-emergency absences, and the 50 bonus extra-credit points for JA volunteers who successfully complete a high school JA program. GRADING POLICIES: Grades reflect what you earn through individual effort. The due dates of assignments are announced in advance. Waiting until the night before an assignment is due is not a healthy practice and will not form a basis for providing extensions to complete them. Grading policies include: • Students who have previously taken my MGT 3003 course are required to complete all of the assignments for my current course. The one-time exception is points previously earned for the Junior Achievement program in one of my classes. In this case, on a one-time basis, you may again use the points previously earned for oral presentation and for the final examination. There are three provisos: oYou must notify me of these points prior to the first day of in-class oral presentations. oI must have those previously earned points on file. oYou cannot have violated the Student Code of Conduct in one of my classes. • Because of the limited extra-credit opportunities during the summer, the grading of the quizzes, the midterm, and the final exam will be “on the curve.” The “curve” will be applied when the average grade for scored exams that exceed zero is below 75%, and consists of awarding enough points to each student (with a grade exceeding zero) so that the average grade is 75%. • If you complete an assignment on time, but it is erroneously shown as not completed because of your failure to follow instructions properly, your grade for the assignment will be reduced by 10% of the total possible points for the assignment. This also applies when an appropriate ParScore form cannot be scored because it was completed improperly. Students are expected to take responsibility for, and suffer the consequences of, not following appropriate instructions and for others having to correct their errors--just as they would have to do in the real world of work. • Unless otherwise noted, all assignments due in class are due by the end of class. Assignments handed in after class has dismissed are late and will be graded “zero.” • Examinations and other assignments that you do not complete on time will be graded “zero.” Further exams, quizzes, and other items requiring the use of a ParScore form will be graded “zero” if completed using the wrong ParScore form. (See separate provisions for failure to complete oral presentations as scheduled.) • There will be times that non-emergency, personal, unavoidable obligations will prevent you from attending a class with a guest lecture or in-class oral presentations, e.g., minor illness or minor accident, funeral for a non- immediate family member or friend, scheduled doctor’s appointment, job interviews, day-care issues, pay/process a traffic ticket, anxiety regarding a distressing occurrence, etc. In these situations, you will lose points if you are not present for an unannounced quiz, miss a guest lecture, or miss in-class oral presentations, 16
  17. 17. but your allocation of the one-time 50 extra-credit points and the opportunity for other extra-credit points are designed to assist you in partially making up any such lost points. As exceptions to this policy, if an unannounced quiz or guest lecture is missed for one of the following reasons, you will not have 50 points deducted for missing a guest lecture or in-class oral presentations, and you will be assigned a quiz grade equal to the same percent grade as your midterm examination grade. o Documented, verifiable emergencies of immediate family members. A verifiable emergency involves you or a member of your immediate family, i.e., parent, guardian, sibling, or other relative residing fulltime with you or your immediate family, and is of the nature of a major issue, e.g., death, funeral, serious illness or injury, etc., that is not normally experienced by the average student. Otherwise, you must provide the professor, in advance, written documentation of the event and related required recuperation period. The purpose here is not to be unduly intrusive regarding your personal situations. Rather, the purpose is to motivate you to fulfill the same professional responsibilities you would face in the real world of work—a key learning objective in this course. 1. If the “emergency” is a scheduled event that is elective in nature, it is your responsibility to schedule such events so as not to conflict with your classes—these events will not normally be considered “emergencies.” 2. If the emergency is an unplanned, unanticipated, or spontaneous event, the student must fulfill two actions: a. First, within one calendar week from the date of the event, notify me of your emergency via email or Blackboard message. Failure to do so will result in you not being excused for missing class presentations, assignments, and examinations. b. Second, upon the first day of your return to class after the emergency event, provide me documentation in support of the verifiable emergency as defined in this syllabus. This documentation must include the general nature of the emergency and the specific date that you are permitted medically to return to class. o Documented conflicting, mandatory UTSA obligations (on UTSA athletic team, participant in Leadership Challenge program, etc.). To be eligible for this provision, an appropriate UTSA official must certify the UTSA mandatory obligation in writing and in advance of the date of the event. (NOTE: Registering for time conflicting or overlapping classes/labs is not eligible for this exception—students may not register for classes or associated labs that conflict with the days and times that this class meets.) o Documented conflicting, mandatory religious obligation against working during the time and date that classes are scheduled, etc. The student must provide each of his or her professors (whose courses take place during the prohibited period) written, advanced notification of his or her intention not to attend classes on the dates and/or times of mandatory religious obligation. o Written military mobilization orders that are provided all of your professors prior to the date of the mobilization. o Written city, county, state, or federal order/subpoena--provided each of your professors (whose courses take place during the prohibited period) prior to the day of the event--to report to court, e.g., jury duty, court witness, etc., or other mandatory legal proceeding, e.g., immigration/citizenship proceedings, etc., on a specific date. (NOTE: Excluded here is traffic court in which you decide to challenge a traffic ticket or to attend court to adjudicate a traffic ticket—such events are to be accommodated for via the 50 extra-credit points I award all students for unavoidable absences.) 17
  18. 18. • If you are aware of unavoidable, conflicting obligations in advance—whether or not they are verifiable emergencies or subject to the exceptions above--you must complete scheduled assignments early. Otherwise, the item will be graded as “zero.” • It is the nature of computer systems that unforeseen and uncontrollable situations may cause them to “go down,” i.e., electrical interruptions, thunderstorms, battery drainage, etc. Failure to complete assignments on time due to these unfortunate events is not a basis for granting extensions to assignment due dates or for starting assignments over again. This includes “glitches” from not using the Microsoft Internet Explorer browser. Extra-credit points are designed partially to accommodate such situations. (NOTE: The Blackboard server is unavailable every morning between 3:05 a.m. – 3:25 a.m. My syllabus and the course schedule, as are other documents for this course, are also available at my UTSA Web site.) • Students who are counted as absent from classes with guest lectures or in-class student presentations will have 50 points deducted from their point totals, except for conflicting obligations as discussed above. Students who sit in classroom areas in violation of fire laws, who have their laptops and cell phones open, who engage in “texting” (or reading, writing, or other inattentive activities), or who engage in disruptive conversation or other activities, will also be considered absent from guest lectures and in-class student presentations, and will have 50 points deducted for being “absent.” • Consistent with university policies as delineated in chapter 4 of the UTSA Information Bulletin: o The award of a course grade of “incomplete” ("IN") is at the professor’s discretion, and I will normally only award an “incomplete” for qualifying verifiable emergencies precluding completion of the final examination and/or the oral presentation by the end of the semester. o You must complete a minimum of 75 percent of the course requirements and be present for class a minimum of 75% of the time to be considered for an “incomplete,” with the remainder of the course requirements being completed satisfactorily. (NOTE: I define “satisfactory” as at the 70% percent level.). “Course requirements” in my course includes course attendance and all graded assignments, including quizzes and examinations, all online assignments, and all other graded assignments. These provisions include absences and assignments missed for validated emergencies that result in missing more than 25 percent of the course. Students missing an excessive number of classes and/or assignments/exams are expected to drop the course in a timely manner. o Since the official course description for MGT 3003 requires students to make an oral presentation, failure to make an oral presentation by the end of the semester without a qualifying verifiable emergency will result in a course grade of "F." An “IN,” if awarded, converts to an “F” if the final exam or the oral presentation is not accomplished within a year of the end of the semester. • Course Grade Determination (in order of due dates): Max. Graded Items (Blackboard label) Point Due Dates s Evaluation of Career Education Needs ("Needs") 50 Jun. 6 OWL Résumé Module Quiz ("OWL Résumé") 50 Jun. 7** OWL Application/Approach [Cover] Letters Module Quiz ("OWL 50 Jun. 7** Letters") Résumé (“Résumé”) 50 Jun. 7* 18
  19. 19. Jun. 9 (must Self-assessment Library (“Library”) 100 pick-up Jun. 11)* OWL Emails Module Quiz ("OWL Email") 50 Jun. 14** Midterm Examination ("Midterm") 200 Jun. 15 OWL Grammar-Business Writing Assignment [all four core modules] 200 Jun. 18** (“OWL Grammar”) OWL Report Module Quiz ("OWL Report") 50 Jun. 21** OWL Citing Sources Module Quiz (“OWL Cite”) 50 Jun. 21** OWL Presentation Module Quiz ("OWL Presentation”) 50 Jun. 21** Take-Home Writing Assignment ("Take Home") 200 Jun. 21* Oral Presentations ("Oral") 200 Jun. 22-Jul. 2 Final Examination ("Final") 300 Jul. 6, 10:30 a.m. Chapter Quizzes [total] ("Quiz 1, Quiz 2, etc.") 400 Unannounced Total ("Total Points") 2000 -50 Non-attendance [Guest Lectures & In-class Oral Pres.] ("Deduct") (each ) * Due by the end of class (graded “zero” if submitted later) ** Due by 4:00 p.m. Total Course Letter Grade Points A 1790 - 2000 B 1590 - 1789 C 1390 - 1589 D 1190 - 1389 F below 1190 “Toto, I have a feeling we’re not in Kansas anymore.” “Dorothy” in The Wizard of Oz 19
  20. 20. Frequently Asked Questions (FAQ) 1. If I took this course from Dr. Wilson in the past (but must now retake the course), must I again complete any of the regular and extra-credit assignments in order to get credit for them? Yes, with the exception of students who, on a one-time basis, previously successfully completed the Junior Achievement program in my course. These students, upon their notification to me, will receive their previously earned points for the oral presentation and final examination assignments, except for students found to have violated the Student Code of Conduct in one of my classes. 2. May I email the assignments I must turn in? If you are not in class on the day that an assignment is due, you may turn it in early or via email by the time and day that it is due. Please send it to the teaching assistant via his or her regular email address. CAUTION: If your emailed assignment is formatted such that the printing of it is unacceptable, e.g., parts of it are chopped off, not all of it prints clearly, etc., your grade on the assignment will suffer because of the poorly presented product. 3. Whom do I contact regarding questions about my assignment points? • All OWL assignments (OWL staff) • Evaluation of Career Education Needs (email name, class section, & Banner ID to University Career Center via Shirley.Rowe@utsa.edu) • Excused absences and documentation of documented emergencies (Dr. Wilson) • Quiz, midterm, final, self-assessment library (TA) • Extra-credit points: o Grammar game, and symposia/lectures/conferences (Dr. Wilson) o Mock interview (Barbara Jackson/Claudia Giliberti) o University Career Center registration and post-survey (Shirley.Rowe@utsa.edu) o “Perfect Interview” (Shirley.Rowe@utsa.edu) o Miscellaneous (TA) • Deducted points (except deducted grammar game points) (TA) • All other graded assignments (TA) 4. How many things do I have to do to complete the basic OWL grammar/business writing assessment (four core modules) and how will my grade be calculated? For each of the four subject areas, (1) complete the initial assessment, then (2) complete the module, and then (3) complete the post assessment. Your grade points will equal the average of the points you earn on the four post assessments, times two. 5. How many things do I have to do to complete the each supplemental OWL module assignment and how will my grade be calculated? For each of the six subject areas, (1) complete the module, and then (2) complete the post assessment. Your grade points for each supplemental module will equal one-half of the points earned on the post-assessment. 6. I will not be in class next week; are there any other assignments (a paper, etc.) that I can complete to help make up points for missing a guest lecture or an unannounced quiz? No, other than the extra-credit opportunities listed in this syllabus, there are no other assignments to help you make-up missed points. Please see exceptions under “Grading Policies” for students with one of the five valid excused absences. 20
  21. 21. 7. I am really, really close to making a higher grade in this course. Is there any way for me to earn the additional points I need to get this higher grade? No, except for any extra-credit opportunities that may still be available by the last day for earning extra credit points. 8. When will my grades be posted to Blackboard? • Examinations, including quizzes: After graded. • OWL assessments: After the due date for the assignment. • In-class oral presentations: As soon as possible after each presentation, usually within a day. • Take-home writing assignments: As soon as possible after each assignment is graded. • Extra-credit points: Some as individually completed, e.g., grammar game, miscellaneous, professional organization, etc.; some after due dates when notified by the University Career Center, e.g., University Career Center post survey, some extra-credit items, etc 9. How do I appeal an assignment or course grade? • To appeal an assignment grade from a reader/grader, you must first meet with the appropriate reader/grader, who will review the assignment with you and provide you his or her rationale for the grade. If, after the review, you still want to appeal the grade, you may do so by meeting with the teaching assistant. • To appeal a grade given or confirmed by the teaching assistant, you must first meet with the teaching assistant. If, after the review, you still want to appeal the grade, you may do so by meeting with me and discussing the assignment grade. My decision regarding the assignment grade is final. • To appeal a course grade, you must appeal in writing to Dr. Robert Cardy, Chairman of the Department of Management, BB 4.01.06, within 90 calendar days from the end of the semester. You must have "compelling evidence" that your course grade reflects "discrimination, differential treatment, factual mistake, or violation of a relevant University policy" (reference appendix E of the UTSA Information Bulletin at http://www.utsa.edu/infoguide/appendices/e.html). You must include the following in your written appeal: o The date of the appeal. o Your name, your Banner ID number, and your academic major. o Your full address, telephone number, and email address. o My name (Dr. Bennie Wilson) and your course and section number (MGT 3003.001 or MGT 3003.004). o State specifically the grade or grades you are appealing (the exam or quiz number, date, etc.) o State specifically the action you want done regarding the grade. o Explain the rationale supporting your appeal and provide any supporting documentation. (NOTE: It is not sufficient to state that you disagree with my judgment.) 21
  22. 22. Past Guest Lecturers • James Allen, president, James Allen Family Partners, Ltd. • Kenneth Allard, warrior, scholar, author, commentator, columnist, executive-in-residence, UTSA • Suzanne Allford-Wade, president, San Antonio Food Drug Retail Division, H-E-B Grocery Company • Charlie Amato, chairman, Southwest Business Corp. • Veronica Avila, vice president of education, Junior Achievement of South Texas • Charles Bagby, Jr., CEO, Maid Brigade • Randy Baker, managing partner, Ken Bachelor Cadillac, Saab, Hummer • Kristen Bohac, Consolidated Electrical Distributors, Inc. (CED) • Terry Brechtel, city manager, San Antonio, Texas • Earnest Bromley, chairman & CEO, Bromley Communications • Gale Brown, vice president, Western Region Partners, IBM Corporation • Jelynne Burley, assistant/deputy city manager, City of San Antonio; later GM, City Public Service Energy • Richard “Rick” Cavender, Cavender Oldsmobile, Toyota & Saturn • Mike Campbell, managing director, Holland & Davis, Inc. • Bartlette Cocke, board chairman, Bartlett Cocke, Inc., & executive-in-residence, UTSA • Amanda Conine, South Texas group recruiting supervisor, Enterprise Rent-a-Car • Frank Corte, Jr., Texas state representative, House District 123 • Margaret Costantino, career planning counselor, Office of University Career Center, UTSA • Elizabeth Costello, director, International Affairs Department, City of San Antonio • Lynda de la Viña, dean, College of Business, UTSA • David Dillon, board of directors, Frost Bank • Harold Dougherty, vice president, P3S Corporation • Walter Downing, executive vice president for Operations, Southwest Research Institute • Alan Dreeben, vice chairman, Block Distributing Co. & Republic Beverage Co. • James Dublin, chairman/CEO, Dublin & Associates • Morris Ellington, group recruiting manager, Enterprise Rent-a-Car • Arthur Emerson, chairman & CEO, Groves Rojas Emerson Advertising • Susan Evers, property and casualty senior financial officer, USAA • Jeff Farver, president & CEO of San Antonio Federal Credit Union • Pat Frost, president, Frost National Bank • Charlie Gonzalez, United States representative, 20th Congressional District of Texas • Cheryl Garcia, associate, Holland & Davis, Inc. • David Garza, CEO/president, Trinity Millennium Group • Edward Garza, mayor of City of San Antonio, Texas • Claudia Giliberti, career counselor, Center for Student Professional Development, UTSA • Leo Gomez, vice president for public affairs, Spurs Sports and Entertainment • John Helmerci, director, PMM Services Center, Philip Morris Management Corp. • Miller Hicks, R. Miller Hicks & Co. • Gene Hildabrand, master networker, North San Antonio Chamber of Commerce • Isidoro Hodara, chairman of foreign trade, Universidad ORT, Uruguay • Brian Hughes, Offices of Brian Hughes ("angel" investor) • Barbara Jackson, career counselor, Center for Student Professional Development, UTSA • Tina James, senior vice president for human resources, H-E-B • John Jennings, assistant dean of undergraduate professional development, College of Business, UTSA • Elizabeth Jones, Texas State representative, House District 121 • Jarratt Jones, president (retired), Coca-Cola Bottling Ltd., Canada • Jim Kahan, senior executive vice president for corporate development, SBC Communications • Jacob Kluger, business development officer, E.P.S.M. 22
  23. 23. • Ryan Kohnen, entrepreneur and community leader, author of Young Professional’s Guide to Success. • Charles Korbell, Jr., president & CEO, Clarke American Checks, Inc. • Rosemary Kowalski, chairperson emerita, The RK Group • Joe Krier, president & CEO, Greater San Antonio Chamber of Commerce • Nancy Kudla, president/CEO, dNovus Group • Richard Lewis, special assistant to the president of UTSA, professor of sociology, & owner/president, Round Top Consulting Associates • Lori Malone, case office, U.S. Central Intelligence Agency • Janie Martinez Gonzalez, president, The Web Head Group • Jennifer Martinez, member services director, Free Trade Alliance • Mike Martin, director of human resources, PMM Service Center, Philip Morris Management Corp. • Ruth Jones McClendon, Texas State representative, House District 120 • B.J. “Red” McCombs, chairman, McCombs Enterprises • Ken Mercer, Texas State representative, House District 117 • Bill Morrow, Founder, vice chairman and CEO, Grande Communications • Maria Ng, international business consultant, UTSA Institute for Economic Development • Mike Novak, president/CEO, CCI Telecom, Inc., & Chairman, Greater San Antonio Chamber of Commerce • Aurora Ortega-Geis, director, San Antonio Partnership Office, Fannie Mae • Albert Ortiz, chief of police, San Antonio, Texas • Mary Rauch, Mary E. Rauch Communications • Ricardo Romo, president, University of Texas at San Antonio • Rolando Pablos, legal counsel, Oberthur Gaming Technologies Corp. • Sandie Palomo-Gonzalez, senior program coordinator, Nonprofit Management Program, UTSA College of Public Policy • Dr. Sarah Wright Plaster, Executive Director of Member Media, USAA • Alex Rodriguez, president, Cultural Interchange Exchange (CIE) • Shirley Rowe, career counselor, Office of University Career Center, UTSA • Martin Salinas, Jr., assurance senior manager, KPMG • Beverly Santos, career counselor, Office of University Career Center, UTSA • Dayton Schrader, broker/owner, RE/MAX Advantage • GP Singh, president/CEO, Karta Technologies, Inc. • Joe Solis, CEO, Luxor Jewelers, Inc. • Phil Sorgen, general manager, Microsoft Gulf Coast District • Joe Stallard, vice president for human resources, Sewell Automotive Companies • Michael Soulek, president, FOODPRO Recruiters, Inc. • David Spencer, chairman/founder, OnBoard Software, Inc. • Fernando Suarez, managing director, Northwestern Mutual • Roy Terracina, CEO, Sunshine Ventures, Inc. • Edmund Tijerina, columnist, San Antonio Express-News • Leticia Van de Putte, Texas State senator • Patrick Valdez, assistant dean and director, Center, for Student Professional Development, UTSA • Michael Venson, Eichlitz, Dennis, Wray & Westheimer Insurance Agency, Inc. • Michael Villarreal, Texas State representative, House District 115 • Angela Ward, human resource specialist, State Farm Insurance Companies • Phillip Washington, college unit director & financial representative, Northwestern Mutual • Graham Weston, chairman, RackSpace Hosting • Ed Whitacre, chairman & CEO, SBC Communications, Inc.; later chairman & CEO, General Motors, Corp. • Horace Wilkins, chairman, Dallas Community Development Agency • Judge Nelson Wolff, Bexar County Judge, Texas • David Zammiello, vice president for staffing and compensation, USAA 23

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