This document provides an overview of the online sociology course "Sociology of Work and Occupations" being offered in the fall 2016 semester. It outlines course details like the instructor, dates, required materials, and technical requirements. Students will be evaluated based on exams, a discussion participation, an informational interview paper, and potential extra credit for participating in an online community. The responsibilities of both the instructor and students are defined.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
This is the full slide deck for my presentation at the 2016 PRSA Educator's Academy Super Saturday in Indianapolis. The presentation looks at how you can use the Slack app to foster class teams on group projects.
You can learn more at Mattkushin.com
A beginner’s guide from a social network analysis fan with much to learn.
This handout accompanies slides and a video conference call I participated in about Netlytic and social network analysis basics.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This document summarizes the Fall 2018 issue of the Journal of Public Relations Education. It includes an introduction from the editor, a table of contents listing three research articles and teaching briefs on public relations education topics, and two software reviews of social media monitoring tools. The issue reflects work from previous editors and reviewers to select and format research and teaching content for publication.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
This is the full slide deck for my presentation at the 2016 PRSA Educator's Academy Super Saturday in Indianapolis. The presentation looks at how you can use the Slack app to foster class teams on group projects.
You can learn more at Mattkushin.com
A beginner’s guide from a social network analysis fan with much to learn.
This handout accompanies slides and a video conference call I participated in about Netlytic and social network analysis basics.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This document summarizes the Fall 2018 issue of the Journal of Public Relations Education. It includes an introduction from the editor, a table of contents listing three research articles and teaching briefs on public relations education topics, and two software reviews of social media monitoring tools. The issue reflects work from previous editors and reviewers to select and format research and teaching content for publication.
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
My Fall 2018 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class at: https://Mattkushin.com
This is my syllabus for my Writing Across Platforms class. This class is aimed at undergraduate students studying communication, particularly those interested in careers in public relations, social media, strategic communication, and related fields. It teaches students to construct a variety of promotional writing pieces.
Read more about this and other classes at: https://mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
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
This is an assignment for my Comm 322 Social Media Class for Fall 2014. It is a way for students to learn about content planning related to goals, objectives, key messages, and social media channel purpose goals. Thus, students get to think strategically about the type of content that they can create that would align with those goals. I've blogged about this assignment at mattkushin.com where you can find more context and explanation.
These slides are a summary of a previous lecture that discusses in depth the concepts of social capital, social objects, strength of weak ties, and seeks to show students things to consider when applying these concepts in their use of social media. They are used in my Social Media course in the Dept of Communication at Utah Valley University: profkushinsocial.wordpress.com
My social media syllabus for fall 2017. Class is taught in the Department of Communication at Shepherd University. This semester, we will include Hootsuite Academy, Meltwater, and much more. Students can complete a Facebook Blueprint assignment for extra credit. This syllabus is discussed in depth on my blog: http://mattkushin.com
My Fall 2019 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class and read about assignments at: https://Mattkushin.com
This document outlines the course syllabus for COMM 322: Social Media taught in the fall semester of 2014. The course will examine the impact of social media on society and its applications for strategic communication professionals. Students will complete a semester-long social media project for the Communication Department at Shepherd University, presenting content on various topics. The course aims to develop skills in areas such as critical thinking, written and oral communication, collaboration, and lifelong learning. It will assess students based on assignments, presentations, participation, and exams.
This document provides information about the Tel. T207 course offered in Fall 2013 at Indiana University. The course will be taught on Tuesdays and Thursdays from 1:00-2:15 PM in Room 251. The instructor is Ryland Sherman and contact information is provided for the instructor and two associate instructors. The course objectives are outlined, including introducing students to major telecommunications and media industries, management practices, and the evolution of different industries over time. Required materials and assignments are listed, along with attendance policies, grading procedures, and an overview of topics to be covered each week.
This document is a course syllabus for COMM 335: Writing Across Platforms taught by Matthew J. Kushin at Shepherd University during the Spring 2016 semester. The course will focus on writing effectively for various digital platforms and emphasizes clear communication, professional standards, and tailoring messages for different audiences and mediums. Students will complete writing assignments across multiple genres including news releases, blog posts, and social media content. They will also participate in writing challenges during class and complete quizzes on AP style. The syllabus outlines major assignments, grading criteria, a tentative schedule, and additional course resources.
The document provides an agenda for Session 1 of the course EDU614 - Integrating Technology for All Students. It includes introductions, a presentation on why technology is important, an overview of the syllabus and course, instructions on logging into the class website and email, a technology skills assessment, and an introduction to social media/bookmarking tools like Twitter and Diigo. Time permitting, the document explains how to use these tools.
The document provides an agenda for Session 1 of the course EDU614 - Integrating Technology for All Students. It includes introductions, a presentation on why technology is important, an overview of the syllabus and course, instructions on logging into the class website and email, a technology skills assessment, and an introduction to social media/bookmarking tools like Twitter and Diigo. Time permitting, the document explains how to use these tools.
Knock, knock, who's there? Effective Digital communication via social media; ...Melanie Mason
Individual university departments are looking for ways to communicate with their student base through social media in more expedient and useful ways. How does this happen effectively with little personnel, time, or money to devote to the activity? What policies can help direct an efficient and mutually beneficial social presence online and can those advantages extend to recruitment and retention? It is self-evident that students will profit from deeper and more connected interactions from departmental generated social media and as educators, we continue to hear “meet the students where they live,” indicating an urgency to communicate with them on these platforms. My study will focus on the current University of Texas Arlington Communication Department Facebook account. Individual posts, as well as audience interactions will comprise the data which will be obtained using the open source web mining tool, Python and Facebook analytics tools. Analyzing and comparing this data with demographic information focusing on departmental population will help to answer the initial questions and guide departmental policy towards best practices.
This document outlines the syllabus for a technical writing course offered in the spring of 2011. The course focuses on practical types of writing used in business and industry. Students will be divided into four mock organizations and complete writing assignments from the perspective of their assigned organization. Assignments include application materials, writing assignments, exams, and a final portfolio. Students will be evaluated based on their application assignments, writing assignments, in-class exercises, exams, portfolio, participation, and attendance. The course aims to enhance students' writing skills and develop their understanding of technical writing's ethical and cultural implications.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
This course syllabus outlines a business writing course that will help students build communication skills for the workplace, including problem solving, writing, oral communication, and applying these skills in intercultural contexts. The course projects are designed to prepare students to communicate successfully across various media platforms in today's global business environment. Students will learn conventions of US business writing and adjust them for diverse audiences. The course uses a flipped classroom model, with technology requirements including a laptop, Microsoft Office, and multimedia capabilities. Projects include written and multimedia deliverables, and grades are based on participation and completing the various communication projects.
The document describes a webtool called Chemistry Is in the News (CIITN) that was designed to facilitate an innovative curriculum integrating science, information and communication technology (ICT), and media literacy education by enabling students to collaboratively study, create, and peer review online portfolios combining news articles and scientific interpretation. The CIITN webtool automates project management and peer review to minimize instructor workload and support implementation of the CIITN curriculum across different classes and institutions. It was found to effectively promote technical proficiency, discipline knowledge, and cognitive development through synergistic integration of science and ICT education.
This document proposes a taxonomy for authentic news media-based learning activities in chemistry education. It begins by reviewing traditional approaches that aim to connect course content to real-world issues, such as using newspaper articles. The taxonomy has two main categories: content and assessment of creation. The content category involves students reading and interacting with news articles at increasing levels of complexity. The assessment category involves students peer-reviewing news portfolios they and others have created to develop scientific literacy. The goal is to engage students in both acquiring knowledge privately and publicly evaluating information, mimicking the scientific process.
Miller & Hoppe 1994 - attributions for job terminationut san antonio
The document is a study published in 1994 in the journal Human Relations that examines how attributions for job termination relate to psychological distress. The study found that attributing job loss internally (blaming oneself) was linked to greater psychological distress, while external attributions (blaming others) were associated with less distress. The authors conclude that the ways people explain negative events can influence their mental health outcomes.
Miller - Integrating Online Multimedia into Course and Classroomut san antonio
This document discusses integrating online multimedia resources into college courses, with a focus on the social sciences. It describes the pedagogical benefits of multimedia, such as enhancing comprehension and engaging different learning styles. It also outlines how the availability of online media has made it much easier for instructors to access and share resources with students. The document provides examples of using multimedia for concept illustration, analysis, and criticism. It also discusses delivering media resources through electronic course syllabi and using clips as "icebreakers" at the start of class. Appendices list relevant media websites and sample assignments integrating multimedia.
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
My Fall 2018 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class at: https://Mattkushin.com
This is my syllabus for my Writing Across Platforms class. This class is aimed at undergraduate students studying communication, particularly those interested in careers in public relations, social media, strategic communication, and related fields. It teaches students to construct a variety of promotional writing pieces.
Read more about this and other classes at: https://mattkushin.com
These slides were created for the course:
Comm 350R Social Media
Dr. Matthew J. Kushin
Department of Communication
Utah Valley University
For more on the course see:
http://profkushinsocial.wordpress.com
For more about the professor, see:
http://profkushin.wordpress.com
or @mjkushin on Twitter
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
This is an assignment for my Comm 322 Social Media Class for Fall 2014. It is a way for students to learn about content planning related to goals, objectives, key messages, and social media channel purpose goals. Thus, students get to think strategically about the type of content that they can create that would align with those goals. I've blogged about this assignment at mattkushin.com where you can find more context and explanation.
These slides are a summary of a previous lecture that discusses in depth the concepts of social capital, social objects, strength of weak ties, and seeks to show students things to consider when applying these concepts in their use of social media. They are used in my Social Media course in the Dept of Communication at Utah Valley University: profkushinsocial.wordpress.com
My social media syllabus for fall 2017. Class is taught in the Department of Communication at Shepherd University. This semester, we will include Hootsuite Academy, Meltwater, and much more. Students can complete a Facebook Blueprint assignment for extra credit. This syllabus is discussed in depth on my blog: http://mattkushin.com
My Fall 2019 COMM 322 Social Media class syllabus for undergraduate students at Shepherd University. A version of this syllabus is discussed in detail in my book Teach Social Media: A Plan for Creating a Course Your Students Will Love available on Amazon.com.
Learn more about this class and read about assignments at: https://Mattkushin.com
This document outlines the course syllabus for COMM 322: Social Media taught in the fall semester of 2014. The course will examine the impact of social media on society and its applications for strategic communication professionals. Students will complete a semester-long social media project for the Communication Department at Shepherd University, presenting content on various topics. The course aims to develop skills in areas such as critical thinking, written and oral communication, collaboration, and lifelong learning. It will assess students based on assignments, presentations, participation, and exams.
This document provides information about the Tel. T207 course offered in Fall 2013 at Indiana University. The course will be taught on Tuesdays and Thursdays from 1:00-2:15 PM in Room 251. The instructor is Ryland Sherman and contact information is provided for the instructor and two associate instructors. The course objectives are outlined, including introducing students to major telecommunications and media industries, management practices, and the evolution of different industries over time. Required materials and assignments are listed, along with attendance policies, grading procedures, and an overview of topics to be covered each week.
This document is a course syllabus for COMM 335: Writing Across Platforms taught by Matthew J. Kushin at Shepherd University during the Spring 2016 semester. The course will focus on writing effectively for various digital platforms and emphasizes clear communication, professional standards, and tailoring messages for different audiences and mediums. Students will complete writing assignments across multiple genres including news releases, blog posts, and social media content. They will also participate in writing challenges during class and complete quizzes on AP style. The syllabus outlines major assignments, grading criteria, a tentative schedule, and additional course resources.
The document provides an agenda for Session 1 of the course EDU614 - Integrating Technology for All Students. It includes introductions, a presentation on why technology is important, an overview of the syllabus and course, instructions on logging into the class website and email, a technology skills assessment, and an introduction to social media/bookmarking tools like Twitter and Diigo. Time permitting, the document explains how to use these tools.
The document provides an agenda for Session 1 of the course EDU614 - Integrating Technology for All Students. It includes introductions, a presentation on why technology is important, an overview of the syllabus and course, instructions on logging into the class website and email, a technology skills assessment, and an introduction to social media/bookmarking tools like Twitter and Diigo. Time permitting, the document explains how to use these tools.
Knock, knock, who's there? Effective Digital communication via social media; ...Melanie Mason
Individual university departments are looking for ways to communicate with their student base through social media in more expedient and useful ways. How does this happen effectively with little personnel, time, or money to devote to the activity? What policies can help direct an efficient and mutually beneficial social presence online and can those advantages extend to recruitment and retention? It is self-evident that students will profit from deeper and more connected interactions from departmental generated social media and as educators, we continue to hear “meet the students where they live,” indicating an urgency to communicate with them on these platforms. My study will focus on the current University of Texas Arlington Communication Department Facebook account. Individual posts, as well as audience interactions will comprise the data which will be obtained using the open source web mining tool, Python and Facebook analytics tools. Analyzing and comparing this data with demographic information focusing on departmental population will help to answer the initial questions and guide departmental policy towards best practices.
This document outlines the syllabus for a technical writing course offered in the spring of 2011. The course focuses on practical types of writing used in business and industry. Students will be divided into four mock organizations and complete writing assignments from the perspective of their assigned organization. Assignments include application materials, writing assignments, exams, and a final portfolio. Students will be evaluated based on their application assignments, writing assignments, in-class exercises, exams, portfolio, participation, and attendance. The course aims to enhance students' writing skills and develop their understanding of technical writing's ethical and cultural implications.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
This course syllabus outlines a business writing course that will help students build communication skills for the workplace, including problem solving, writing, oral communication, and applying these skills in intercultural contexts. The course projects are designed to prepare students to communicate successfully across various media platforms in today's global business environment. Students will learn conventions of US business writing and adjust them for diverse audiences. The course uses a flipped classroom model, with technology requirements including a laptop, Microsoft Office, and multimedia capabilities. Projects include written and multimedia deliverables, and grades are based on participation and completing the various communication projects.
The document describes a webtool called Chemistry Is in the News (CIITN) that was designed to facilitate an innovative curriculum integrating science, information and communication technology (ICT), and media literacy education by enabling students to collaboratively study, create, and peer review online portfolios combining news articles and scientific interpretation. The CIITN webtool automates project management and peer review to minimize instructor workload and support implementation of the CIITN curriculum across different classes and institutions. It was found to effectively promote technical proficiency, discipline knowledge, and cognitive development through synergistic integration of science and ICT education.
This document proposes a taxonomy for authentic news media-based learning activities in chemistry education. It begins by reviewing traditional approaches that aim to connect course content to real-world issues, such as using newspaper articles. The taxonomy has two main categories: content and assessment of creation. The content category involves students reading and interacting with news articles at increasing levels of complexity. The assessment category involves students peer-reviewing news portfolios they and others have created to develop scientific literacy. The goal is to engage students in both acquiring knowledge privately and publicly evaluating information, mimicking the scientific process.
Miller & Hoppe 1994 - attributions for job terminationut san antonio
The document is a study published in 1994 in the journal Human Relations that examines how attributions for job termination relate to psychological distress. The study found that attributing job loss internally (blaming oneself) was linked to greater psychological distress, while external attributions (blaming others) were associated with less distress. The authors conclude that the ways people explain negative events can influence their mental health outcomes.
Miller - Integrating Online Multimedia into Course and Classroomut san antonio
This document discusses integrating online multimedia resources into college courses, with a focus on the social sciences. It describes the pedagogical benefits of multimedia, such as enhancing comprehension and engaging different learning styles. It also outlines how the availability of online media has made it much easier for instructors to access and share resources with students. The document provides examples of using multimedia for concept illustration, analysis, and criticism. It also discusses delivering media resources through electronic course syllabi and using clips as "icebreakers" at the start of class. Appendices list relevant media websites and sample assignments integrating multimedia.
This document provides information about a multimedia applications course titled SOC 6903 at UTSA. It includes details about the instructor, required materials, course description, management system, student expectations, evaluation criteria and assignments. Students will learn to create and integrate digital content like video and images onto online platforms. The course aims to enhance students' ability to make abstract concepts more understandable through multimedia. Students are expected to actively participate in all classes and complete assignments by posted deadlines. The grade will be based on the quality of assigned project work and class participation.
This document proposes a taxonomy for "authentic news media-based learning activities" in organic chemistry courses. It begins by reviewing traditional approaches that aim to connect course content to real-world issues, such as using newspaper articles. Recently, online news media have played a larger role. The taxonomy has six levels to describe approaches using news media. The "Chemistry Is in the News" project uses news portfolios created by student groups to connect course concepts to current events. Students study, create, and peer-review news portfolios consisting of a news article and analysis questions. This allows students to engage with course material through real-world issues.
This document provides the syllabus for an introductory sociology course. It outlines key details such as course meeting times, required textbook and materials, learning objectives, assignments and evaluations. The instructor's contact information and office hours are listed. Course policies on attendance, technology use, note-taking and grading are specified. Students are expected to actively participate in both in-class and online activities through a Google+ community. Exams will constitute 90% of the final grade, while a Q-course assignment will make up the remaining 10%. The schedule lists weekly topics that will be covered over the semester.
This document outlines the course details and requirements for an online summer course on social stratification. The key points are:
- The course will be taught fully online from July 2nd to August 8th. It will cover major concepts and perspectives on social inequality and stratification.
- Students will be organized into small groups to facilitate online discussions. Coursework will include exams, participation in discussions, and a group video project.
- The accelerated summer schedule will require a large time commitment to complete readings, videos, and assignments on time. Students unable to keep up should withdraw.
- Evaluation will be based on exam scores, discussion participation, an introductory presentation, and a group video analysis project.
This document outlines the course details and requirements for an online summer course on social stratification. The key points are:
- The course will be taught fully online from July 2nd to August 8th. It will cover major concepts and perspectives on social inequality and stratification.
- Students will be organized into small groups to facilitate online discussions. Coursework will include exams, participation in discussions, and a group video project.
- The accelerated summer schedule will require a large time commitment to complete readings, videos, and assignments on time. Students unable to keep up should withdraw.
- Evaluation will be based on exam scores, discussion participation, an introductory presentation, and a group video analysis project.
Syllabus International Marketing MKTG 317 Fall 2023.8.7.docxBrandy Wang
This document is a course syllabus for MKTG 317 International Marketing at New Mexico State University for Fall 2023. It provides information about the instructor, class meeting times and format, required textbook, prerequisites, learning objectives, assessment methods, and course policies. The class will be held online with weekly lectures and assignments. Students will be assessed through quizzes, exams, and group assignments analyzing cultural differences and international marketing scenarios. The course aims to introduce students to fundamental aspects of international marketing and decision-making.
MKTG 317 Syllabus WANG Summer International Marketing 2023.7.15.docxBrandy Wang
This document provides the syllabus for an online international marketing course held from June to August 2023. The instructor is Yuqi Wang and the required textbook is International Marketing, 7th edition, by Dana-Nicoleta Lascu. The course will introduce students to fundamental aspects of international marketing through quizzes, discussions, exams, and group assignments. Students will develop an understanding of the differences between domestic and global marketing, recognize the impact of culture on marketing issues, and identify market opportunities abroad. The course format includes reading assignments, lecture slides, chapter quizzes, individual quizzes and exams, and group assignments where students will analyze case studies in small teams.
This 3-sentence summary provides the essential information about the INFS 401 syllabus:
The syllabus outlines the course objectives, requirements, schedule and policies for INFS 401 - Information Resource Management, a 3-credit undergraduate course taught in spring 2016 that covers fundamental concepts of information systems essential for organizations, including hardware, software, data management and their impact on business strategy. The course grade is based on in-class participation, quizzes, a final paper, midterm exam, and final exam; it will include lectures, homework, and class discussions held on Thursdays.
This 3 sentence summary provides the key information about the document:
This syllabus outlines the goals, projects, grading, and policies for a business writing course that aims to help students develop communication skills for the workplace by completing 5 multimedia projects involving interpersonal, visual, intercultural, crisis, and professional communication. The projects are designed to improve written, oral, and visual literacies across different genres and platforms. Students will be evaluated on their participation in peer reviews and completion of the 5 projects, which make up 1000 total points for the course.
This document is a syllabus for an English 208 course on personal and exploratory writing. It outlines the course objectives, which include becoming familiar with different types of personal writing and learning how to effectively share personal experiences. The course will involve producing polished and unpolished writing assignments culminating in a final portfolio. Major assignments include personal essays in different formats. The syllabus also details grading policies, late policies, technology requirements, and course policies regarding academic integrity.
This course syllabus outlines a business writing course that will help students develop communication skills for the workplace. It includes 5 projects involving written, visual, and multimedia deliverables to practice interpersonal, visual, intercultural, crisis, and professional communication. Students will complete projects responding to business case studies, creating public service announcements and presentations. The course aims to prepare students to communicate effectively across a variety of media platforms in diverse business environments.
Com 427 Social Media for Communications #NewhouseSM4 Syllabus Fall 2013Dr. William J. Ward
This document provides information about a social media course titled "Social Media for Public Communicators" taught in the fall of 2013. It outlines the course details including instructors, times, location, description, objectives, required text and materials, assignments, grading scale, schedule, expectations, and policies regarding academic integrity, disabilities, and student work. The main goals of the course are for students to understand social media strategy and gain hands-on experience using various social media platforms for professional purposes in public communications.
This document is the syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for diverse audiences. The syllabus describes 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID safety, technology requirements, and contact information for the instructor.
This document outlines the details of the ITC504 - Interface Usability subject, including:
- The subject coordinator and contact details
- An overview of what the subject covers, including interface design, evaluation, and usability principles
- The 6 learning outcomes students should achieve upon completion
- Assessment details including 4 assignments and pass requirements
- Required software and textbook
- A schedule of the 15 topics to be covered across the semester
- Expectations around student engagement with online materials and weekly classes
COM 295 STUDY Introduction Education--com295study.comkopiko204
FOR MORE CLASSES VISIT
www.com295study.com
Refer to the “Evaluating Data Quality” practice activity.
Imagine that you are a marketing specialist at a media company. Over the
This document provides information about a Communication Theory course taught at Dixie State University in the fall of 2015. It includes the instructor's contact information, grading policies, required materials, course objectives and schedule. The main goals of the course are for students to gain competency in digital media production and social media content distribution by creating a blog, producing various digital media types, and evaluating the effectiveness of their blog. The course involves weekly assignments such as creating blog posts with photos, maps, infographics and videos.
This document outlines the syllabus for an introductory professional writing course. The course aims to help students develop writing skills needed for the workplace. Students will complete 5 projects involving tasks like analyzing professional writing practices, conducting research for clients, and applying for internships. Attendance, participation, and successful completion of projects will determine the final grade. The course policies specify technology requirements, file formats, deadlines, and penalties for late or incorrect submissions.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This document is the syllabus for an English 208 personal and exploratory writing course. It provides information about the instructor, Jan Johnson, learning objectives, required readings, course structure, assignments and grading policy. The course will involve producing polished and unpolished writing in different formats, including essays, letters, audio essays and a final portfolio. Students will learn personal writing techniques and sharing their experiences with others. Assignments include homework, discussions, and major projects culminating in a final portfolio. The grading policy and late policy are also outlined.
This document is a syllabus for an English 313 business writing course. It outlines the course objectives, which include communicating solutions to rhetorical problems through print and electronic genres while addressing ethical, political, social, and cultural concerns for culturally diverse audiences. The syllabus details 5 projects students will complete, focused on interpersonal, visual, intercultural, crisis, and professional communication. It also provides information on grading, course policies regarding COVID-19 safety and technology requirements, and contact information for the instructor.
COM 295 MENTOR Education Planning--com295mentor.comWindyMiller6
The document describes a scenario where Judith Carey, an operations manager from an American company, travels to China to meet with potential manufacturers. On her first day, Judith and her team have a long lunch meeting with representatives from Shunde Manufacturing Company (SDM). During the two-hour lunch with many unfamiliar dishes, the SDM president asks Judith for her impressions of China so far.
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1. 1
SOC 3193
Sociology of Work and Occupations
Fall, 2016
Internet Course
Instructor: Michael Miller
Email: michael.miller@utsa.edu
Online Office Hours: arranged and handled via email
Course Start Date: August 23, 2016
Course End Date: December 12, 2016
____________________________________________________________________________
Required Learning Materials:
The SAGE Handbook of the Sociology of Work and Employment. Edited by Edgell, Gottfried, & Granter (2015).
http://sk.sagepub.com.libweb.lib.utsa.edu/reference/the-sage-handbook-of-sociology-work-and-employment
Note: This e-book is available for free online through the UTSA library. Directions for accessing will be provided by instructor.
Other text and visual materials will be available at no cost through posted URLs in the “Content” section of
Blackboard Learn.
The Course:
Description. SOC 3193 addresses the changing nature of employment, work, and occupations within the context of
economic reorganization and globalization by reference to major sociological theories, concepts, and empirical
findings, particularly as they relate to the U.S.
Objective. The course provides an opportunity for you to derive sociological understanding of the changing nature
of work and occupations, and their effects on human well-being. This will be sought through lecture videos, a
research and writing assignment, reading and media assignments, and small group discussions.
Degree Program Relevance. SOC 3193 satisfies 3 hours of upper-division electives.
Course Technical Requirements:
Online Format. The course is fully online: no classroom meetings for lectures or examinations will be held. For
each major course topic, you will need to view and study lecture videos that I have prepared. Each topic will also
require reading and study of a series of online chapters and articles, as well as viewing additional videos and/or
documentary films.
Blackboard Learn. The course will be delivered through Blackboard Learn (BBL) Blackboard. It is a vitally important
resource which will allow you to access the course content, quizzes, exams, and course grades. You will need a
computer (with speakers and headphones), access to the Internet, and a supported Web browser (preferably
Chrome). Our course also requires basic computer skills (to check yours, review this self-evaluation tutorial:
2. 2
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp). Various computer plug-ins will be necessary to
effectively use some of the content in BBL. Therefore, if not already on your Internet-enabled device, you will need
to download and install. Should you need technical assistance, call OIT Connect (210.458.5555) or contact them via
email OITConnect@utsa.edu.
Evaluation Bases:
Student Survey. During the first week, you will need to complete an online survey so that I might get to know a bit
about you to better meet your learning needs. The survey will also be the basis on which I will derive information
for selecting students for small groups. The survey is available on BBL, and submission to BBL by August 26 will add
1 point of extra-credit to your final grade.
Exams. Four exams will be administered via BBL over the semester. In terms of the first three exams, I will grant
you the option of dropping your lowest score. However, the final exam will be comprehensive (i.e., cover the
entire course), and your score on it will stand as a recorded grade. Each exam will consist of 50 multiple-choice
questions. Exams will collectively account for 70 percent of your final average. Although the exam window will be
open from 9:00 AM to 11:00 PM on examination days, you will only have 1 hour and 15 minutes in which to take
the exam once started. Failure to take an exam will result in a grade of 0 for the exam. No make-ups for missed
exams will be given, except for exceptional reasons. Relevant documentation for missing an exam must be
submitted with any email request for a make-up.
Tentative dates for exams are:
Exam 1 September 30
Exam 2 October 28
Exam 3 December 7
Final December 12
Threaded Discussion Participation. In order to facilitate meaningful communication about important course
concepts and principles (and to reduce the impersonal nature of online learning), you will be required to
participate in a series of small group discussions. I will form these groups on the basis of information provided in
student surveys, with the primary objective to maximize student diversity per group. In all, there will be four (4)
threaded discussions over the semester. Your grade for this component will reflect the quantity and the quality of
your participation, and will comprise 10 percent of your final grade.
Informational Interview. You will develop and submit a paper overviewing an informational interview that you
conducted with an individual employed in a field consistent with your occupational goals. This assignment involves
interviewing someone who is currently working in a job, occupation, or field in which you have significant interest.
Specifically, this assignment should stimulate focus on issues of occupational choice. This should be useful if you
have yet to seriously consider what you will be doing after graduation. Also, this assignment will require that you
link your career interest with a particular individual working in that area. Interviewing that person should give you
a better understanding of the field, and the pros and cons of employment within it, and will also provide an initial
contact with whom you can begin building a job-search network. From this interview, you are to write up an
overview of your findings. In this overview, do not merely quote at length from your interview notes. Rather,
paraphrase, interpret, and synthesize relevant interview information into a coherent narrative. However, feel free
to employ limited quotes when they particularly well-state interviewee ideas. Listed below is an interview guide,
including specific questions or areas about which you should obtain information. You may also report any
additional information that you believe relevant.
Interview Guide:
1. Interviewee's full name, email address, and phone number.
2. Interviewee’s place of employment, job title, and description of job duties.
3. Obtain relevant biographical information about the interviewee (i.e., age, hometown, education/training
background, and previous employment).
3. 3
4. Relevant prerequisites for entry into interviewee’s position (education, training, internships, job experience,
important contacts).
5. How was interviewee’s present job obtained? What suggestions can the interviewee give about how to go about
securing employment in this field?
6. What are the most significant advantages and disadvantages of job? If he or she "had it to do over again" would
it be in this line of work. Why or why not?
7. How much does job pay (or pay range), and what benefits are available (health insurance, retirement pension,
etc.)? What is the starting or entry-level pay? How much does pay usually increase with experience? Does job carry
other opportunities to earn income?
8. Does the interviewee intend to stay in job? What occupational goal does interviewee eventually want to attain?
9. Obtain the name of another individual whom you could contact for additional information or assistance about
the particular job of choice.
In grading this paper, I will focus on the thoughtfulness and the thoroughness of your narrative. An electronic copy
of the paper in Microsoft WORD (please NO Mac) is to be submitted to Blackboard by October 7. Late papers will
be discounted 10 points per each day late, including the weekend. The paper will account for 20 percent of your
final grade
Extra-Credit Participation in the Google+ Community. Work&Occupations/Fall2016 is the out-of-class center for
sharing media content relevant to our class that has recently appeared on the Internet. As a Google+ Community,
our site is a private destination available only to those enrolled in our class. You are strongly encouraged to
participate in this Community by contributing posts and comments.
To participate in this community, you will need to do the following:
1. Generate a Gmail account (to create account, go to https://accounts.google.com/SignUp). If you already
have one, please create another for class purposes. The address for your account should be
lastname.firstname3193@gmail.com. (Example: my name is Michael Miller, therefore my Gmail address
will be miller.michael3193@gmail.com.)
2. To request an invitation to join our Google+ Community, Work&Occupations/ Fall2016, please email
your request from your new Gmail account to me at miller.michael3193@gmail.com under the following
subject title: SOC 3193 - REQUEST TO JOIN
3. I will then reply to your email by sending you an invitation to join.
4. Respond to my email by joining.
Once registered, you will then have the opportunity to participate in our Community, and also be able to enhance
your grade through extra-credit points by virtue of following this process:
1. Post an entry about a class-relevant piece of Internet media content (news story, documentary film,
video clip, image, slideshow, information graphic, interactive, etc.) relevant to course topics to our
Google+ Virtual Community, Work&Occupations/ Fall2016 (posts should include the URL for the media, a
brief summary (3-4 sentences) describing the media content, an explanation of how it is relevant to a
particular course concept, and a hashtag appropriate to chapter classification).
2. If you are interested in revising for extra-credit, then contact me via e-mail
(miller.michael3193@gmail.com) about your post, and ask me to provide relevant feedback about it to
you.
3. Revise the write-up by taking my comments and suggestions into consideration.
4. Submit your revised post to me (miller.michael3193@gmail.com) for re-posting as an "Extra-Credit
Awardee" in our Google+ Community.
5. Assuming that you have met my recommendations re revision, I will then re-post your piece as an
"Extra-Credit Awardee" in our Google+ Community. Each post that is accepted for re-posting as an
awardee will add 1 point to your final average score for the course (you may receive up to 5 extra-credit
points over the semester).
I will encourage students who submit a particularly good re-post to our Google+ Community to submit it as well to
a website with significant public visibility, such as The Sociological Cinema (TSC). The following are a few extra-credit
awardee posts from recent classes published in TSC:
http://www.thesociologicalcinema.com/videos/the-race-and-class-politics-of-gentrification
http://www.thesociologicalcinema.com/videos/news-censorship-and-the-koch-brothers
4. 4
http://www.thesociologicalcinema.com/videos/prestige-in-pink
http://www.thesociologicalcinema.com/videos/critiques-of-labels
Grading Scale
Your final average should be interpreted on the following basis:
A = > 89 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = < 60
Course Responsibilities
Your Responsibilities. The course requires your active involvement. At the minimum, you are expected to be
intellectually and socially engaged in the class, and meet all course requirements on a timely basis. You are
responsible for adhering to all rules concerning conduct, including those relevant to scholastic dishonesty (see The
Student Code of Conduct). You are also expected to reflect the Roadrunner Creed in your behavior.
1. Take responsibility for your own learning.
2. Become familiar with class technology. Ensure that your computer works within the BBL system.
3. Log in to our BBL course at least once a day, and check for announcements and updates.
4. Complete all assignments and examinations by due dates.
5. Participate in all required threaded discussions. Online learning is not self-paced nor solitary; you will
need to communicate regularly with group members and me through relevant channels.
6. Be fully aware of the amount of time you will need to devote to the course. Manage time wisely.
Although the exact amount of attention necessary to devote to course preparation and assignments will
vary from student to student, anticipate investing about as much time that you would in a regular
semester face-to-face course. To assess your time-management skills, review this guide:
http://www.studygs.net/timman.htm
7. Maintain strong study skills. Review these resources developed by the Tomás Rivera Center:
http://utsa.edu/trcss/soar.html#study
8. Maintain standards of courtesy and respect that prevail in the regular classroom. In addition, adhere
to Internet norms; see netiquette rules enumerated on this page
http://www.learnthenet.com/learn-about/netiquette/. Also be aware that BBL software automatically
stores course access records, exam scores, email postings, and discussion-thread postings.
9. Should you have any questions concerning course matters consult with me as soon as possible.
Certainly communicate with me about any concerns or problems that may affect your academic status or
class involvement (e.g., an absence from course participation or family emergency).
10. Support services, including registration assistance and adaptive equipment, are available to those with
documented disabilities through the Office of Disability Services.
To facilitate your success, be sure to adhere to the following requirements:
1. In communicating with me via e-mail, always list your course number and full name on the Subject
line of email (e.g., SOC 3193 John Doe) so that I know you are enrolled in the course.
2. Do not fall behind in terms of where you should be according to the syllabus.
3. Do not wait until just before exams and assignments are due to try submitting them.
4. While you may be given a grace period to allow for technical problems, you must report such problems
immediately to me and to OIT Connect.
Copyright and Fair Use. Copying, displaying, and distributing copyrighted works may infringe the owner's
copyright. The University of Texas System's policy statement on Fair Use of Copyrighted Materials can help you
determine whether your use of a copyrighted work may be an infringement
(http://copyright.lib.utexas.edu/copypol2.html). Any use of computer or duplication facilities by students, faculty, or
staff for infringing use of copyrighted works is subject to appropriate disciplinary action as well as those civil
remedies and criminal penalties provided by federal law. Copyright law applies to the Internet, which contains a
mixture of copyrighted and non-copyrighted materials. An item does not have to display a statement of copyright
5. 5
to be copyrighted. It is assumed that an item is copyrighted until otherwise determined. For more information, see
the University of Texas System Office of General Counsel web site
(http://www.utsystem.edu/ogc/intellectualproperty/). A printed copy is also available at the Reference, Circulation and
Multimedia Center service desks in the Library. For local guidance, please contact the UTSA Library at
210.458.7506 and check information provided at http://libguides.utsa.edu/copyright.
Syllabus and Course Changes. I reserve the right to revise the syllabus over the semester as deemed necessary. It
is your responsibility to check BBL for updates or corrections. Any changes/corrections relevant to course
materials, exam or assignment dates, or other updates will be posted in the "announcements" section in BBL.