This document is a syllabus for a retail management course taught in the spring of 2014. It provides information about the instructor, textbook, course objectives, learning outcomes, assignments, policies, and grading. The course will introduce students to retail operations, strategies, and challenges through lectures, discussions of assigned case studies, a midterm exam, and a term project involving visits to a retail store and presentation. Students will demonstrate their understanding of retail mix, marketing, merchandising, finance, and customer satisfaction. Class participation, attendance, exams and case study analyses will be used to evaluate student learning.
This course provides students with a 30-hour field experience in a K-12 classroom to explore teaching as a career. Students observe classroom instruction, work with students, and participate in online discussions about teacher education topics. Assignments include reflections on observations and a presentation about the experience. To pass, students must complete 30 hours in the field and earn a minimum 70% overall grade, which includes online work and a portfolio signed by the supervising teacher.
This document provides information for a Painting I course offered at Tennessee State University during the Fall 2012 semester. It outlines the course description, objectives, requirements, policies, materials, and grading criteria. The course is designed to teach introductory painting skills and techniques over the semester through various painting projects and assignments. Students will learn proper use of painting tools and materials, techniques, terminology, and gain a basic understanding of painting historically and critically. Regular attendance, completed assignments, and participation in critiques are expected for a passing grade.
This document is a course syllabus for OST 181-201: Introduction to Office Systems at Cleveland Community College for Fall 2013. It provides information about the course including the description, goals, methods of instruction, student learning outcomes, evaluation criteria, attendance policy, grading scale, and important dates. The course introduces skills needed for today's offices, including effectively interacting with others, processing documents, and performing typical office functions. Students will be evaluated based on exams, assignments, a written report and presentation, attendance, and class participation.
The document provides information about the student teaching application process at a College of Education. It explains that student teaching is the culminating experience in a teacher education program where students can apply what they've learned under the guidance of a mentor teacher. To be eligible for student teaching, students must meet GPA requirements, complete other coursework and exams, and submit a timely application. The application process involves stating placement preferences and completing all application components to ensure schools have necessary information to determine placements. Students should regularly check their email for updates and respond promptly to any requests from the Office of Field Experiences regarding their application.
This document provides information about a College Study Methods course taught online through Blackboard and MyStudentSuccessLab. The instructor's name is Jen Lund and she can be contacted by email or phone. The course is designed to help students develop effective study skills and runs from October 21 to December 18, 2013. Students are expected to spend 12-14 hours per week on coursework, which includes weekly assignments, assessments, discussions, and a final exam. The textbook and materials required are listed, as well as course objectives, grading policies, expectations, and tips for success.
This document outlines the key details of an online college study methods course, including:
- The instructor's contact information and office hours.
- A description of the course focus on developing student study habits.
- Requirements including a textbook, online assignments through Blackboard and MyStudentSuccessLab, and assessments.
- Grading policies, attendance expectations, and behavioral guidelines for students.
This document provides information about a 6th grade health class at Bel Air Middle School, including the teacher's contact information, class units, objectives, materials, expectations, and grading policy. The six units covered are wellness, tobacco/medications, communicable diseases, personal safety, nutrition/fitness, and safety/injury prevention. Students are expected to check the online grade book regularly, bring required materials to class, follow rules, turn in assignments on time, and get a parent's signature on the attached health class contract. Grades will be based on assignments, quizzes, journals, and unit evaluations.
This document outlines the syllabus and course details for an ethics course. It includes:
1. An evaluation breakdown showing the points and weight of assignments, activities, exams and projects.
2. A course outline with main topics and competencies covered each week over 4 weeks.
3. Homework assignments and estimated time required for each week.
4. An instructor biography and policies on student conduct, cell phone use, dress code, food/drink, assignments and accommodations for students with disabilities.
5. A student acknowledgement form to be signed and kept on file.
This course provides students with a 30-hour field experience in a K-12 classroom to explore teaching as a career. Students observe classroom instruction, work with students, and participate in online discussions about teacher education topics. Assignments include reflections on observations and a presentation about the experience. To pass, students must complete 30 hours in the field and earn a minimum 70% overall grade, which includes online work and a portfolio signed by the supervising teacher.
This document provides information for a Painting I course offered at Tennessee State University during the Fall 2012 semester. It outlines the course description, objectives, requirements, policies, materials, and grading criteria. The course is designed to teach introductory painting skills and techniques over the semester through various painting projects and assignments. Students will learn proper use of painting tools and materials, techniques, terminology, and gain a basic understanding of painting historically and critically. Regular attendance, completed assignments, and participation in critiques are expected for a passing grade.
This document is a course syllabus for OST 181-201: Introduction to Office Systems at Cleveland Community College for Fall 2013. It provides information about the course including the description, goals, methods of instruction, student learning outcomes, evaluation criteria, attendance policy, grading scale, and important dates. The course introduces skills needed for today's offices, including effectively interacting with others, processing documents, and performing typical office functions. Students will be evaluated based on exams, assignments, a written report and presentation, attendance, and class participation.
The document provides information about the student teaching application process at a College of Education. It explains that student teaching is the culminating experience in a teacher education program where students can apply what they've learned under the guidance of a mentor teacher. To be eligible for student teaching, students must meet GPA requirements, complete other coursework and exams, and submit a timely application. The application process involves stating placement preferences and completing all application components to ensure schools have necessary information to determine placements. Students should regularly check their email for updates and respond promptly to any requests from the Office of Field Experiences regarding their application.
This document provides information about a College Study Methods course taught online through Blackboard and MyStudentSuccessLab. The instructor's name is Jen Lund and she can be contacted by email or phone. The course is designed to help students develop effective study skills and runs from October 21 to December 18, 2013. Students are expected to spend 12-14 hours per week on coursework, which includes weekly assignments, assessments, discussions, and a final exam. The textbook and materials required are listed, as well as course objectives, grading policies, expectations, and tips for success.
This document outlines the key details of an online college study methods course, including:
- The instructor's contact information and office hours.
- A description of the course focus on developing student study habits.
- Requirements including a textbook, online assignments through Blackboard and MyStudentSuccessLab, and assessments.
- Grading policies, attendance expectations, and behavioral guidelines for students.
This document provides information about a 6th grade health class at Bel Air Middle School, including the teacher's contact information, class units, objectives, materials, expectations, and grading policy. The six units covered are wellness, tobacco/medications, communicable diseases, personal safety, nutrition/fitness, and safety/injury prevention. Students are expected to check the online grade book regularly, bring required materials to class, follow rules, turn in assignments on time, and get a parent's signature on the attached health class contract. Grades will be based on assignments, quizzes, journals, and unit evaluations.
This document outlines the syllabus and course details for an ethics course. It includes:
1. An evaluation breakdown showing the points and weight of assignments, activities, exams and projects.
2. A course outline with main topics and competencies covered each week over 4 weeks.
3. Homework assignments and estimated time required for each week.
4. An instructor biography and policies on student conduct, cell phone use, dress code, food/drink, assignments and accommodations for students with disabilities.
5. A student acknowledgement form to be signed and kept on file.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
June 12, 2019 Developed Page 1 of 22 .docxcroysierkathey
This document provides information about an online course titled "Organizational Economics". The 3 credit course will be offered in the fall term from August 26, 2019 to January 12, 2020. It will include online instruction via Blackboard as well as a 3-day residency from December 20-22, 2019. Required materials include a textbook and optional supplemental materials provided on Blackboard. Upon completing the course, students will be able to analyze economic environments, apply economic reasoning to decision making, and examine issues like demand, forecasting, production costs and pricing policies. The document outlines grading policies, technical skills required, attendance policies, academic integrity policies and the weekly course schedule.
SDV 100_49w_Fall 2012 8 week_FYE section Class syllabus_Work In ProgressCedric Steele
This document provides information about an SDV 100 First Year Experience course at Northern Virginia Community College. It outlines the course details including instructor information, materials, description, student learning outcomes, policies, schedule and assignments. The course aims to help students transition successfully to college by developing academic skills, self-management techniques, decision-making abilities, and an understanding of campus resources and policies. Students will complete readings, activities, and assignments over the 8-week session to assess their progress towards these learning outcomes.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
EN 206 Professional Writing and Presentation Instructor’s .docxchristinemaritza
EN 206 Professional Writing and Presentation
Instructor’s Name
Instructor’s Contact Information:
Office: Remote
Office Hours: Th 4-5 p.m. ET
Email: [email protected]
Phone: 917-846-2860
[Best way to communicate is through course messages in Blackboard]
Course Information:
Fall 18 Online
Course Description
This course examines the neccessity for effective and thoughtful communication in the business world. Students will learn how to compose business documents in appropriate formats, choose appropriate professional language, and enhance knowledge of professional business modalities. Emphasis is placed on defining one’s audience; research methods; data collection, interpretation, and documentation; critical analysis and comprehension of written materials and documents; employing gender neutral language; constructing and delivering professional presentations individually and/or within a collaborative group setting.
Prerequisites
EN 121: Analytical Thinking, Writing, and Research
Learning Objectives
Upon successful completion of this course, students will be able to:
1. Utilize effective communication strategies: writing that is clear, correct, concise, coherent, and professional in style and tone through the preparation of a variety of professional documents.
2. Analyze scenarios and prepare the appropriate forms of professional writing: letters, memoranda, emails, brief reports, and summaries that are effectively designed and correctly formatted, while engaging proofreading and editing skills acquired in earlier English courses.
3. Compose effective oral, written, and visual presentations, incorporating various types of visual aids, such as tables, pie charts, bar charts, and line graphs through instructor approved software.
4. Develop a substantive proposal or report in APA format relating to the student’s major, including in-depth research using online and database resources.
Course Materials
Kolin, P. C. (2017). Successful writing at work. 11th ed. Wadsworth: Boston.
ISBN: 978-1-305-66761-7. Recommended discipline-specific or program-specific handouts, and additional materials as assigned by professor.
Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
The College maintains that a minimum of 10% of a final grade should be based on attendance and participation (10 points out of 100). The number of absences, regardless of reason, that can be incurred during.
This document provides the syllabus for a 1-credit Mathematics Study Strategies course at Ozarks Technical Community College. The course meets on Mondays and Wednesdays from 4:00-4:50pm in room ICE-350. The course aims to help students develop effective study skills for success in mathematics courses by covering topics like note-taking, reading math textbooks, test-taking strategies, and reducing math anxiety. Students' grades will be based on participation, reading assignments, applying study skills to their math class, completing tutoring hours, and a final project. The syllabus outlines policies on attendance, late work, disabilities, and academic integrity.
This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
School of Computer & Information SciencesCOURSE.docxadkinspaige22
This course syllabus outlines the key details of the ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance online course taught in the spring 2020 term. The course examines computer crimes, laws, and regulations as well as techniques for investigating crimes and communicating results. Students will analyze privacy, intellectual property, and cybercrime laws and learn about security governance, risk analysis, and computer forensics. Coursework includes exams, homework assignments, a practical connection assignment, and a course paper. The syllabus provides information on academic expectations, participation policies, grading scales, and a tentative course schedule.
Where love reaches beyond knowledge Hybrid Course .docxShiraPrater50
Where love reaches beyond knowledge
Hybrid Course Syllabus
LIT201 – Introduction to Literature
Hybrid Course Syllabus – LIT201 Introduction to
Literature 1
Updated 1/16/2019
Course Identification
Title Introduction to Literature
Section LIT201
Pre-requisites N/A
Location Online and On Campus
Course Format Hybrid
Credit Hours 3
Instructor Information
Name Philip Cunill
Email [email protected]
Phone 786-514-1045
Course Description
This course shows the general student how to understand the distinctive forms and meanings of poems,
plays, and fiction, and key notions such as character, plot, and imagery. Works illustrate individual and
social experiences at different places and times in the global community. This course develops and
reinforces written communication skills. Topics in Literature shall be discussed from a multicultural
perspective to help students to enlarge their multicultural views.
Course Overview
Introduction to Literature seeks to stimulate the interest in reading literature for pleasure and intellectual
entertainment, and show the basic and distinctive structures of fiction, poetry, and drama. It also seeks to
develop students’ interpreting skills through the study of varied literary texts from multicultural
environments. The study of the elements of literary analysis such as character, setting, plot, conflict,
climax, theme, and point of view will promote the acquisition of these skills and develop critical thinking
in other areas as well. The course seeks to expand knowledge of these multicultural environments
through its literature.
Course Objectives & Learning Outcomes
Developing interest in all forms of literature: fiction, poetry, and drama.
Promoting cultural knowledge through the study of literature.
Understanding of the elements of literary analysis to develop interpreting skills of literary texts.
Developing the ability to express ideas accurately through literary analysis.
Course Instructional Methods
This course will be Hybrid, which is a mix of Online and On Campus sessions. It will be taught using a
variety of instructional methods including but not limited to lecture, class discussion, small group work,
project creation, electronic discussion, presentations, and role-plays.
Hybrid Course Syllabus – LIT201 Introduction to
Literature 2
Updated 4/19/2019
Textbooks and Materials
List of Textbooks No textbooks are required for this course.
Required Reading
All of the stories the students are required to read and answer questions on
are described in detail in this syllabus. Readings can be found on Blackboard.
Suggested Reading Other works or articles directly related to stories studied may be suggested.
Other Resources Other sources that could be insightful to issues discussed may be
recommended.
Course Resources
Labs/Learning Centers Computers, laptops, and iPads with access to the ...
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
School of computer and information sciences course syllabusAKHIL969626
This course syllabus outlines an online graduate course on organizational leadership and decision making. The course will use a case study approach to examine technology decisions in business. Students will develop skills in understanding the components of technology decisions and assessing associated risks. The syllabus provides information on the instructor, course objectives, learner outcomes, required materials, assignments, and policies. Students will be evaluated based on exams, assignments, discussions, and a practical connection project. The course schedule lists weekly topics, resources, and assignment due dates.
This document provides information about a freshman experience course at the University of Florida called SLS 1102. The course is designed to help first-year students transition successfully to university life by developing practical, social, emotional, and intellectual skills. It aims to connect students to campus resources and promote engagement. The course is one credit and meets on Wednesdays. It covers topics like time management, career exploration, community service, and campus traditions. Assignments include individual meetings with instructors, activating a career profile, reaction papers, and attending workshops. The final exam consists of a case study and in-class multiple choice questions.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
This course syllabus provides information for a 1-credit mathematics study strategies course at Ozarks Technical Community College. The course meets twice a week and aims to help students develop effective study skills for success in mathematics courses. Grading is based on participation, readings, applying study skills to their math class, tutoring sessions, and a final project. The syllabus outlines policies regarding attendance, late work, disabilities, and academic integrity.
24Tennessee State UniversityDepartment of Teaching & Lea.docxeugeniadean34240
24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goal.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
This document provides the course syllabus for a 1-credit Mathematics Study Strategies course offered in the summer of 2014. The course aims to help students develop effective study skills for success in mathematics courses. It will meet on Tuesdays and Thursdays from 1-2:50pm. Grading will be based on participation, readings, study skills assignments, tutoring hours, and a final project. The syllabus outlines course objectives, content, policies, and expectations.
1 School of Computer & Information ScienVannaJoy20
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS835 – Enterprise Risk Management
Section – ITS-835 Online
Professor: Dr. George Mikulski
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: This course goes beyond looking at risk management from the confines of quantitative topics to cover the
full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the
decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues
and challenges in total risk management. Finally, the course explores techniques for balancing enterprise risk
and reward to enable performance optimization.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Design and implement an appropriate ERM framework and risk governance structure customized to any
type of organization.
• Conduct qualitative risk assessments to identify/prioritize key risks from among all risk sources.
• Quantify all types of risks, including strategic, operational, financial, and insurance.
• Develop a clear definition of risk appetite (the aggregate enterprise-level risk limit).
• Enhance strategic planning, increasing the likelihood of achieving strategic plan goals.
• Provide a rigorous business case for both business and mitigation risk-reward decision-making.
• Assure the board of directors that key risks are well understood and managed.
• Understand and satisfy ERM requirements from rating agencies, regulators, and shareholders.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Fraser, J., Simkins, B., & Narvaez, K. (2014). Implementing enterprise risk management: Case studies and best
practices. John Wiley & Sons
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, assignments, and discussions.
• Evaluate and react to each other’s work in a supportive, constructive manner.
• Complete specific assignments and exams when specified and in a professional manner.
• Utilize learned technologies for class assignments.
• Connect content knowledge from ...
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
June 12, 2019 Developed Page 1 of 22 .docxcroysierkathey
This document provides information about an online course titled "Organizational Economics". The 3 credit course will be offered in the fall term from August 26, 2019 to January 12, 2020. It will include online instruction via Blackboard as well as a 3-day residency from December 20-22, 2019. Required materials include a textbook and optional supplemental materials provided on Blackboard. Upon completing the course, students will be able to analyze economic environments, apply economic reasoning to decision making, and examine issues like demand, forecasting, production costs and pricing policies. The document outlines grading policies, technical skills required, attendance policies, academic integrity policies and the weekly course schedule.
SDV 100_49w_Fall 2012 8 week_FYE section Class syllabus_Work In ProgressCedric Steele
This document provides information about an SDV 100 First Year Experience course at Northern Virginia Community College. It outlines the course details including instructor information, materials, description, student learning outcomes, policies, schedule and assignments. The course aims to help students transition successfully to college by developing academic skills, self-management techniques, decision-making abilities, and an understanding of campus resources and policies. Students will complete readings, activities, and assignments over the 8-week session to assess their progress towards these learning outcomes.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
EN 206 Professional Writing and Presentation Instructor’s .docxchristinemaritza
EN 206 Professional Writing and Presentation
Instructor’s Name
Instructor’s Contact Information:
Office: Remote
Office Hours: Th 4-5 p.m. ET
Email: [email protected]
Phone: 917-846-2860
[Best way to communicate is through course messages in Blackboard]
Course Information:
Fall 18 Online
Course Description
This course examines the neccessity for effective and thoughtful communication in the business world. Students will learn how to compose business documents in appropriate formats, choose appropriate professional language, and enhance knowledge of professional business modalities. Emphasis is placed on defining one’s audience; research methods; data collection, interpretation, and documentation; critical analysis and comprehension of written materials and documents; employing gender neutral language; constructing and delivering professional presentations individually and/or within a collaborative group setting.
Prerequisites
EN 121: Analytical Thinking, Writing, and Research
Learning Objectives
Upon successful completion of this course, students will be able to:
1. Utilize effective communication strategies: writing that is clear, correct, concise, coherent, and professional in style and tone through the preparation of a variety of professional documents.
2. Analyze scenarios and prepare the appropriate forms of professional writing: letters, memoranda, emails, brief reports, and summaries that are effectively designed and correctly formatted, while engaging proofreading and editing skills acquired in earlier English courses.
3. Compose effective oral, written, and visual presentations, incorporating various types of visual aids, such as tables, pie charts, bar charts, and line graphs through instructor approved software.
4. Develop a substantive proposal or report in APA format relating to the student’s major, including in-depth research using online and database resources.
Course Materials
Kolin, P. C. (2017). Successful writing at work. 11th ed. Wadsworth: Boston.
ISBN: 978-1-305-66761-7. Recommended discipline-specific or program-specific handouts, and additional materials as assigned by professor.
Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
The College maintains that a minimum of 10% of a final grade should be based on attendance and participation (10 points out of 100). The number of absences, regardless of reason, that can be incurred during.
This document provides the syllabus for a 1-credit Mathematics Study Strategies course at Ozarks Technical Community College. The course meets on Mondays and Wednesdays from 4:00-4:50pm in room ICE-350. The course aims to help students develop effective study skills for success in mathematics courses by covering topics like note-taking, reading math textbooks, test-taking strategies, and reducing math anxiety. Students' grades will be based on participation, reading assignments, applying study skills to their math class, completing tutoring hours, and a final project. The syllabus outlines policies on attendance, late work, disabilities, and academic integrity.
This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
School of Computer & Information SciencesCOURSE.docxadkinspaige22
This course syllabus outlines the key details of the ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance online course taught in the spring 2020 term. The course examines computer crimes, laws, and regulations as well as techniques for investigating crimes and communicating results. Students will analyze privacy, intellectual property, and cybercrime laws and learn about security governance, risk analysis, and computer forensics. Coursework includes exams, homework assignments, a practical connection assignment, and a course paper. The syllabus provides information on academic expectations, participation policies, grading scales, and a tentative course schedule.
Where love reaches beyond knowledge Hybrid Course .docxShiraPrater50
Where love reaches beyond knowledge
Hybrid Course Syllabus
LIT201 – Introduction to Literature
Hybrid Course Syllabus – LIT201 Introduction to
Literature 1
Updated 1/16/2019
Course Identification
Title Introduction to Literature
Section LIT201
Pre-requisites N/A
Location Online and On Campus
Course Format Hybrid
Credit Hours 3
Instructor Information
Name Philip Cunill
Email [email protected]
Phone 786-514-1045
Course Description
This course shows the general student how to understand the distinctive forms and meanings of poems,
plays, and fiction, and key notions such as character, plot, and imagery. Works illustrate individual and
social experiences at different places and times in the global community. This course develops and
reinforces written communication skills. Topics in Literature shall be discussed from a multicultural
perspective to help students to enlarge their multicultural views.
Course Overview
Introduction to Literature seeks to stimulate the interest in reading literature for pleasure and intellectual
entertainment, and show the basic and distinctive structures of fiction, poetry, and drama. It also seeks to
develop students’ interpreting skills through the study of varied literary texts from multicultural
environments. The study of the elements of literary analysis such as character, setting, plot, conflict,
climax, theme, and point of view will promote the acquisition of these skills and develop critical thinking
in other areas as well. The course seeks to expand knowledge of these multicultural environments
through its literature.
Course Objectives & Learning Outcomes
Developing interest in all forms of literature: fiction, poetry, and drama.
Promoting cultural knowledge through the study of literature.
Understanding of the elements of literary analysis to develop interpreting skills of literary texts.
Developing the ability to express ideas accurately through literary analysis.
Course Instructional Methods
This course will be Hybrid, which is a mix of Online and On Campus sessions. It will be taught using a
variety of instructional methods including but not limited to lecture, class discussion, small group work,
project creation, electronic discussion, presentations, and role-plays.
Hybrid Course Syllabus – LIT201 Introduction to
Literature 2
Updated 4/19/2019
Textbooks and Materials
List of Textbooks No textbooks are required for this course.
Required Reading
All of the stories the students are required to read and answer questions on
are described in detail in this syllabus. Readings can be found on Blackboard.
Suggested Reading Other works or articles directly related to stories studied may be suggested.
Other Resources Other sources that could be insightful to issues discussed may be
recommended.
Course Resources
Labs/Learning Centers Computers, laptops, and iPads with access to the ...
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
School of computer and information sciences course syllabusAKHIL969626
This course syllabus outlines an online graduate course on organizational leadership and decision making. The course will use a case study approach to examine technology decisions in business. Students will develop skills in understanding the components of technology decisions and assessing associated risks. The syllabus provides information on the instructor, course objectives, learner outcomes, required materials, assignments, and policies. Students will be evaluated based on exams, assignments, discussions, and a practical connection project. The course schedule lists weekly topics, resources, and assignment due dates.
This document provides information about a freshman experience course at the University of Florida called SLS 1102. The course is designed to help first-year students transition successfully to university life by developing practical, social, emotional, and intellectual skills. It aims to connect students to campus resources and promote engagement. The course is one credit and meets on Wednesdays. It covers topics like time management, career exploration, community service, and campus traditions. Assignments include individual meetings with instructors, activating a career profile, reaction papers, and attending workshops. The final exam consists of a case study and in-class multiple choice questions.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
This course syllabus provides information for a 1-credit mathematics study strategies course at Ozarks Technical Community College. The course meets twice a week and aims to help students develop effective study skills for success in mathematics courses. Grading is based on participation, readings, applying study skills to their math class, tutoring sessions, and a final project. The syllabus outlines policies regarding attendance, late work, disabilities, and academic integrity.
24Tennessee State UniversityDepartment of Teaching & Lea.docxeugeniadean34240
24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goal.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
This document provides the course syllabus for a 1-credit Mathematics Study Strategies course offered in the summer of 2014. The course aims to help students develop effective study skills for success in mathematics courses. It will meet on Tuesdays and Thursdays from 1-2:50pm. Grading will be based on participation, readings, study skills assignments, tutoring hours, and a final project. The syllabus outlines course objectives, content, policies, and expectations.
1 School of Computer & Information ScienVannaJoy20
1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ITS835 – Enterprise Risk Management
Section – ITS-835 Online
Professor: Dr. George Mikulski
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: This course goes beyond looking at risk management from the confines of quantitative topics to cover the
full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the
decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues
and challenges in total risk management. Finally, the course explores techniques for balancing enterprise risk
and reward to enable performance optimization.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Design and implement an appropriate ERM framework and risk governance structure customized to any
type of organization.
• Conduct qualitative risk assessments to identify/prioritize key risks from among all risk sources.
• Quantify all types of risks, including strategic, operational, financial, and insurance.
• Develop a clear definition of risk appetite (the aggregate enterprise-level risk limit).
• Enhance strategic planning, increasing the likelihood of achieving strategic plan goals.
• Provide a rigorous business case for both business and mitigation risk-reward decision-making.
• Assure the board of directors that key risks are well understood and managed.
• Understand and satisfy ERM requirements from rating agencies, regulators, and shareholders.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Fraser, J., Simkins, B., & Narvaez, K. (2014). Implementing enterprise risk management: Case studies and best
practices. John Wiley & Sons
Other articles and readings may be assigned by course professor.
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, assignments, and discussions.
• Evaluate and react to each other’s work in a supportive, constructive manner.
• Complete specific assignments and exams when specified and in a professional manner.
• Utilize learned technologies for class assignments.
• Connect content knowledge from ...
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
1. Stanford’s Design Thinking
2. IDEO’s Human-Centered Design
3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations
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Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...my Pandit
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Taurus Zodiac Sign: Unveiling the Traits, Dates, and Horoscope Insights of th...my Pandit
Dive into the steadfast world of the Taurus Zodiac Sign. Discover the grounded, stable, and logical nature of Taurus individuals, and explore their key personality traits, important dates, and horoscope insights. Learn how the determination and patience of the Taurus sign make them the rock-steady achievers and anchors of the zodiac.
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The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
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1syllabus
1. MAR 4232 Retail Management Syllabus
Spring 2014 Term
Instructor: Norman S. Stern CRN# 10320
Office Hours: M-W 9:00-11:30AM Day: Mon-Wed
Also, by appointment
Office Tel: (239) 590-7402 Class Time: 2:00-3:15 PM
Mobile Tel: (239) 248-7734 Room: 2208 Lutgert Hall
Office Loc: 3341 Lutgert Hall E mail: nstern@fgcu.edu
Textbook: Retailing Management, Levy & Weitz, 9th
edition, McGraw-Hill, 2014
Note: Students may save money by downloading the text on www.coursesmart.com
Course Prerequisite: Junior Standing; MAR 3023
COURSE OBJECTIVES & STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1) Demonstrate an understanding of how retailers develop a retail mix to build a
sustainable competitive advantage.
2) Explain how retailers use marketing communications to build a brand image and
customer loyalty.
3) Understand the integration of merchandise management and supply chain strategies
leading to excellent customer service
4) Understand the financial implication of strategic retail decisions
5) Demonstrate an understanding of decisions retailers make to satisfy customer needs
in a rapidly changing and competitive environment
Course Description:
The purpose of this course is to introduce the student to the world of retailing from a
managerial viewpoint. Consequently, we will study the elements that comprise the retail
mix, including types of retailers, multichannel retailing, consumer buying behavior, retail
marketing strategies, selecting retail site locations, supply chain management,
merchandising, pricing, store management, store layout & design and customer service.
2. Page 2 MAR 4232 Syllabus
Teaching Method:
Classes will consist of lectures and discussion. Cases will be assigned regularly for
classroom discussion. Each student will prepare at least a two page paper citing his/her
answers to the questions at the end of 17 assigned cases on the dates due in the Meeting
Agenda. While there is a one-week grace period, case papers must be turned in on a
timely basis. The Instructor’s record of case paper submissions will be the final
determinant of case papers actually received.
Cases will be read, but not graded or returned to students. Ten points (10) will be
deducted from your final grade point average for each missing case paper submission.
Learning Outcomes:
This course should provide two major learning outcomes:
1) Students will learn how small and large retail organizations are structured, gain
an understanding of basic retail operations, acquire knowledge of the various
types of retailers, learn about multi-channel retailing, and consumer buying
behavior. Students will also study retail marketing strategies, selecting store sites,
and human resource challenges in retailing.
Measured by: midterm examination, case studies, class lectures & discussion
2) Students will study retail information systems, supply chain management,
customer relationship management (CRM) systems, merchandising, buying, retail
pricing, the retail communications mix, store management, store layout & design,
visual merchandising, and customer service techniques.
Measured by: final examination, case studies, class lectures & discussion
Academic Behavior Standards and Academic Dishonesty
All students are expected to demonstrate honesty in their academic pursuits. The
university policies regarding issues of honesty can be found in the FGCU Student
Guidebook under the Student Code of Conduct and Policies and Procedures sections.
All students are expected to study this document which outlines their responsibilities and
consequences for violations of the policy. The FGCU Student Guidebook is available
online at http://studentservices.fgcu.edu/StudentConduct/
3. Page 3 MAR 4232 Syllabus
Disability Accommodations Services:
Florida Gulf Coast University, in accordance with the Americans with Disabilities Act
and the university’s guiding principles, will provide classroom and academic
accommodations to students with documented disabilities. If you need to request an
accommodation in this class due to a disability, or you suspect that your academic
performance is affected by a disability, please see me or contact the Office of Adaptive
Services. The Office of Adaptive Services is located in Howard Hall 137. The phone
number is 590-7956 or TTY 590-7930
Diversity Statement:
Florida Gulf Coast University is committed to building and maintaining a diverse,
accessible, civil, and supportive learning community. It fosters respect and understanding
among all cultures and all individuals who work, study, live, and teach within this
community. Bigotry, expressions of hatred or prejudice, behaviors that infringe upon the
freedom and respect that every individual deserves, and harassment of any kind
transgress the university's purposes and values. Just as learning benefits from the
interplay of teaching and scholarship in a variety of disciplines, so does the university
community learn and profit from diverse cultures and perspectives.
Student Observance of Religious Holidays
All students at Florida Gulf Coast University have a right to expect that the University
will reasonably accommodate their religious observances, practices, and beliefs.
Students, upon prior notification to their instructors, shall be excused from class or other
scheduled academic activity to observe a religious holy day of their faith. Students shall
be permitted a reasonable amount of time to make up the material or activities covered in
their absence. Students shall not be penalized due to absence from class or other
scheduled academic activity because of religious observances. Where practicable, major
examinations, major assignments, and University ceremonies will not be scheduled on a
major religious holy day. A student who is to be excused from class for a religious
observance is not required to provide a second party certification of the reason for the
absence.
Class Participation/Attendance:
Each student is expected to actively contribute to class discussions, as this mirrors real
life business situations and this is the way we all learn from each other. Thus, a
component of your grade will be based on your classroom performance. Even though we
have a lot of material to cover, there will be ample time for discussion. Raise your hand
often. While you are not expected to know the correct answer every time, if you have
been keeping up with the reading, you should be able to answer most questions. In any
event, each student will be called upon during class meetings, even if your hand is not
raised.
Your presence in class is necessary to class participation. Because of the term’s short
duration, no unexcused absences are allowed. Excessive absences will result in a lower
grade for this grade component and may also result in a lower final grade. Your
successful role in class discussion will necessarily be a value judgment by me, not subject
to negotiation. In other words, if you “actively” participate, you will get a good grade for
this course segment.
4. Page 4 MAR 4232 Syllabus
You will earn 50/100 points for perfect attendance. Miss one class, lose nothing. Miss 2
classes, lose 15 points. Miss 3 or more classes lose 35 points for the attendance segment.
The balance of your participation/attendance grade is worth 50 points. If you never raise
your hand, never know the answers when called upon you will, earn 15 points. If you
never raise your hand, but sometimes know the answers when called upon, you will earn
20 points. If you never raise your hand, but almost always know the answers to the
questions, you will earn 30 points. If you raise your hand occasionally and know the
answers sometimes, you will earn 35 points. If you raise your hand frequently and know
almost all the answers, you will earn 45 points. Last 5 points are awarded at my
discretion for extraordinary class performance.
Example: Always present=50 points. Raises hand occasionally and knows answers
sometimes = 35 points. Grade for this component: 85/100 points. Do the rest of the
math yourself.
Classroom Decorum:
The classroom is not a place for social interaction. Students may not e mail, text or
otherwise make contact with others. This includes “gossiping” with your neighbor and
updating your Facebook page. Laptops, PDA’s, etc. may be used only for note taking.
Prior Notification Responsibility of Students:
No makeup will be allowed for any student who does not show up in class for a
scheduled oral presentation, exam or other assigned activity without prior notification to
and approval of the Instructor. In such a case, the student will receive a grade of 0 for that
assignment.
It is recognized that a student may, for one reason or another, not finish the required work
of the course and apply for a late withdrawal, or a grade of Incomplete, after the official
final withdrawal date. The Instructor will not contemplate any change of grade or grade
status in such cases, unless the student (or someone who speaks for the student) makes
this request before the end of the semester. In such cases, the student or his/her
representative, must offer proof to explain the reasons why the student is unable to
complete the requirements of the course. The Instructor will then, in consultation with
the Advising Office, determine if such a grade change is warranted. A grade of
“Incomplete” will not be considered unless the student is otherwise passing the
course.
If a student does not complete one or more assignments of the required work and/or
ceases attendance prior to the end of the semester without such prior notification, a
course grade of F will be entered for the student.
5. Page 5 MAR 4232 Syllabus
Term Project:
This course will include a Term Project which will culminate in an Oral Presentation and
a Written Paper to be handed in at the term’s end. The Project will require that students
visit a selected retail store chain a number of times during the term to collect data.
Additional data needed for the Project will be accumulated from a variety of other
sources.
A separate document describing the requirements of the Term Project will be delivered to
students via Canvas just prior to the beginning of classes.
.
Grading Policy: There will be six (6) components to your final grade:
Midterm Exam 100
Final Exam 100
Written Term Project Paper* 100
Oral Term Project Presentation* 100
Active Class Participation* 100
Assigned Case Papers 100
600 points
*Grade determined by my subjective judgment, pursuant to the requirements outlined on
pages 3-4 above.
Grading Scale:
A 560 and above
B+ 525-544
B 500-524
B- 470-499
C+ 435-469
C 410-434
C- 380-409
D 350-379
F below 350
Examinations:
Students will need to purchase two (2) Scantron answer sheets which are sold at the
Bookstore. The Instructor is not responsible for providing Scantrons to students.
The Midterm Examination will be held on February 12 and will only include material
from Chapters 1-9. The Final Examination will be held on Wednesday, April 30 and
include material from Chapters 10-18. Makeup exams will only be offered under extreme
circumstances. Please do not schedule family reunions, cruises or any other activity on a
scheduled exam day.
6. Page 6 MAR 4232 Syllabus
Eagle E Mail:
Checking your Eagle E Mail each day is a basic course requirement as I will be sending
documents, reminders and other messages on a frequent basis. “I forgot to check my e
mail” is not an acceptable excuse for anything.
Study Assignments: Each student is given 6 chances to learn the required material:
1) Read the assigned chapter before the Agenda date.
2) Pay attention and participate during class lecture/discussion.
3) Listen to the review during the next class meeting.
4) Review the Study Guide when it is distributed.
5) Be present in class when the Study Guide is reviewed.
6) Using the Study Guide and highlighted passages you
marked in the text, study for the exam on your own.
Consequently, failure to earn a good grade will be the student’s own fault.
Meeting Agenda
January 6 Course Introduction, Policies, Procedures, Explanation of
Term Project, Chapter 1 Intro to Retailing pp. 4-29
January 8 Chapter 2 Types of Retailers pp. 34-62
Case 2: Build a Bear Workshop p. 552
January 13 Chapter 3 Multi-Channel Retailing pp. 66-85
Case 4: Staples, Inc. pp. 555-556
January 15 Chapter 4 Customer Buying Behavior 88-115
Case 5: Decision-Making Process for Buying a Bicycle pp. 556-57
January 20 Martin Luther King Holiday (no class)
January 22 Chapter 5 Retail Market Strategy pp. 122-151
Case 8: Diamonds from Mine to Market pp. 560-561
January 27 Chapter 6 Financial Strategy pp. 154-179
Case 11: Tiffany and TJX: Comparing Financials pp. 565-566
7. Page 7 MAR 4232 Syllabus
January 29 Chapter 7 Retail Locations pp. 182-202
Case12: Choosing Store Location for Boutique pp. 566-567
February 3 Chapter 8 Retail Site Location pp. 206-230
Case 13: Hutch: Locating a new Store pp. 567-572
February 5 Chapter 9 Human Resource Management
Case 14: Avon Embraces Diversity pp. 572-573
February 10 MIDTERM EXAM REVIEW
February 12 MIDTERM EXAM
February 17 FIRST TERM PROJECT REVIEW
February 19 Chapter 10 Information Systems & Supply Chains pp. 264-285
Case 10: Wal-Mart Pioneer Supply Chain Management pp. 564-65
February 24 Chapter 11 Customer Relationship Management pp. 290-311
Case: 17 Active Endeavors Analyzes Customer Base pp. 575-576
February 26 Chapter 12 Merchandise Planning Process pp. 316-346
Case19: Developing an Assortment Plan for Hughes pp. 577-578
March 3 & 5 Spring Break (no classes)
March 10 Chapter 13 Buying Merchandise pp. 356-382
Case 21 Kroger-Fred Meyer: Sourcing Global Market pp. 579-81
March 12 Chapter 14 Retail Pricing pp. 386-412
Case 24: Customer Sales Addiction at J.C. Penney? pp. 584-586
March 17 Chapter 15 Retail Communication Mix pp. 416-447
Case 25: How Much for a Good Smell? P. 586
March 19 SECOND TERM PROJECT REVIEW
8. Page 8 MAR 4232 Syllabus
March 24 Chapter 16 Managing the Store pp. 452-478
Case 28: Enterprise Rent A Car Focus on People pp. 588-589
March 26 Guest Speaker TBA
March 28 Friday Last Day to Drop Course Without Academic Penalty
March 31 Chapter17 Layouts, Design, Visual Merchandising pp. 482-510
Case 33: Building the Apple Store pp. 594-595
April 2 Chapter 18 Customer Service pp. 514-537
Case 31: Customer Service & CRM at Nordstrom pp. 591-592
April 7 Term Project Oral Presentations
April 9 Term Project Oral Presentations
April 14 Term Project Oral Presentations
April 16 Guest Speaker TBA
April 21 Guest Speaker TBA
April 23 Guest Speaker TBA
April 28 FINAL EXAM REVIEW
HAND-IN WRITTEN TERM PAPERS
April 30 FINAL EXAM 1:30-4:15 PM ROOM 2208 LUTGERT HALL
Please Note: The Instructor reserves the right to change, modify, add or delete any
element of this Syllabus. Students will be notified if any changes are contemplated.