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
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
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.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
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.
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.
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
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.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
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.
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.
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 a syllabus for my persuasion and message design course. It looks at theories, concepts and tactics for persuasion.
To learn more about this class and others, go to: 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.
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.
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
This document is a course syllabus for COMM 322: Social Media taught by Matthew J. Kushin at Shepherd University during the Fall 2021 semester. The 3 credit hour hybrid course will meet in person on Tuesdays and online via Zoom on Thursdays. Key aspects of the course include examining the impact of social media on society and its applications for strategic communication professionals, completing social media certifications, a semester-long social media project for a class client, and using social media management and analytics tools like Hootsuite, Keyhole, and Stukent Mimic Social. The syllabus outlines learning outcomes, assignments including audits, strategic plans, content creation and presentations, grading criteria, resources, and tips
Syllabus for my Fall 2016 social media class. Learn more about my class at mattkushin.com. A blog post on this class is here: http://mattkushin.com/2016/08/24/social-media-class-overview-fall-2016/
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 project was assigned to students in my communication research class. It combines several techniques to offer students a chance to learn a variety of different ways of doing social media analytics, social listening and some basic social network analysis.
You can learn more at: MattKushin.com
Opportunity Knocks on the Student Life CycleSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Nadia Kaminski, Manager of Academic Success Coaches, and Laura Kite, Assistant Dean for Student Affairs, University of Wisconsin-Extension.
Student Information Systems (SIS) have been available for a number of years and have been deployed by colleges and universities as a means of managing the student lifecycle as defined by traditional higher education - essentially time-based activities (application, admission, registration, semester-based enrollment, graduation) based on an academic calendar. However, these SIS' tend not to work for a new model of higher education - Competency-Based Education (CBE) - where the student lifecycle is led by the student themselves. THE CBE model lends itself to a new way of thinking about SIS functionality - where subscription periods can be treated as sales opportunities - where the student advisor's task is to help the student purchase the best options that meet the expectations of the student’s academic path. With this new mindset the University of Wisconsin-Extension undertook a software implementation (the Student Engagement System - SES) that reconsidered the student lifecycle as a series of sales opportunities - and then established these opportunities into Salesforce - a Customer Relationship Management (CRM) enterprise platform. We believe that, while extending the Salesforce platform to achieve this mindset is not alone innovative, the re-engineering of business processes in the student life cycle as sales opportunities certainly is.
Watch a recording of this presentation: https://youtu.be/1fNiyYxKg3U
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
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
17 Tips for Teaching Social Media MarketingStukent Inc.
This presentation gives tips on how to teach a social media marketing course. The slides are loaded with resources for instructors and students.
Learn more about Stukent and digital marketing education here:
www.stukent.com
https://stukent.com/expert-session-sp...
https://www.facebook.com/stukentapp/
https://twitter.com/StukentApp
This is an updated version of my social media audit assignment for my university-level social media class. This assignment relies on the use of Keyhole.co social media analytics software. Learn more at: mattkushin.com.
This document outlines the requirements for Project #3, an original research project, in a Communication Research course. Students will design and conduct small-scale primary research on a topic of their choice using surveys, interviews, or focus groups. The project involves submitting a proposal, obtaining approval, collecting and analyzing data, and writing a final report. Key deliverables include a research proposal, measurement tools, data collection and analysis, and a written report of the results and discussion sections adhering to APA format. The goal is for students to learn about the research process from developing questions to interpreting findings.
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
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.
Social Media for Communications Curriculum Hootsuite
HootSuite's Higher Education Program provides professors with free access to the tools and resources needed to effectively teach social media in the classroom within different fields of instruction.
Learn more at https://socialbusiness.hootsuite.com/higher-ed.html
During the 90-day program, professors and their students have free access to HootSuite University, HootSuite Pro, and detailed social media curricula.
This course will teach marketing students how to create and maintain a social media presence for business, including Facebook, Twitter, Google+, Tumblr, LinkedIn, YouTube, Instagram, etc. Students will learn to use social media for public relations and communications purposes.
Student Email and Social Media Etiquette Policy for #Freberg15Karen Freberg
Email and social media correspondence policy for COMM 333 [Social Media, Mobile Technologies, and Strategic Communication] for Spring 2015. Class taught by Karen Freberg at the University of Louisville.
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 provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
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 a syllabus for my persuasion and message design course. It looks at theories, concepts and tactics for persuasion.
To learn more about this class and others, go to: 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.
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.
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
This document is a course syllabus for COMM 322: Social Media taught by Matthew J. Kushin at Shepherd University during the Fall 2021 semester. The 3 credit hour hybrid course will meet in person on Tuesdays and online via Zoom on Thursdays. Key aspects of the course include examining the impact of social media on society and its applications for strategic communication professionals, completing social media certifications, a semester-long social media project for a class client, and using social media management and analytics tools like Hootsuite, Keyhole, and Stukent Mimic Social. The syllabus outlines learning outcomes, assignments including audits, strategic plans, content creation and presentations, grading criteria, resources, and tips
Syllabus for my Fall 2016 social media class. Learn more about my class at mattkushin.com. A blog post on this class is here: http://mattkushin.com/2016/08/24/social-media-class-overview-fall-2016/
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 project was assigned to students in my communication research class. It combines several techniques to offer students a chance to learn a variety of different ways of doing social media analytics, social listening and some basic social network analysis.
You can learn more at: MattKushin.com
Opportunity Knocks on the Student Life CycleSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Nadia Kaminski, Manager of Academic Success Coaches, and Laura Kite, Assistant Dean for Student Affairs, University of Wisconsin-Extension.
Student Information Systems (SIS) have been available for a number of years and have been deployed by colleges and universities as a means of managing the student lifecycle as defined by traditional higher education - essentially time-based activities (application, admission, registration, semester-based enrollment, graduation) based on an academic calendar. However, these SIS' tend not to work for a new model of higher education - Competency-Based Education (CBE) - where the student lifecycle is led by the student themselves. THE CBE model lends itself to a new way of thinking about SIS functionality - where subscription periods can be treated as sales opportunities - where the student advisor's task is to help the student purchase the best options that meet the expectations of the student’s academic path. With this new mindset the University of Wisconsin-Extension undertook a software implementation (the Student Engagement System - SES) that reconsidered the student lifecycle as a series of sales opportunities - and then established these opportunities into Salesforce - a Customer Relationship Management (CRM) enterprise platform. We believe that, while extending the Salesforce platform to achieve this mindset is not alone innovative, the re-engineering of business processes in the student life cycle as sales opportunities certainly is.
Watch a recording of this presentation: https://youtu.be/1fNiyYxKg3U
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
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
17 Tips for Teaching Social Media MarketingStukent Inc.
This presentation gives tips on how to teach a social media marketing course. The slides are loaded with resources for instructors and students.
Learn more about Stukent and digital marketing education here:
www.stukent.com
https://stukent.com/expert-session-sp...
https://www.facebook.com/stukentapp/
https://twitter.com/StukentApp
This is an updated version of my social media audit assignment for my university-level social media class. This assignment relies on the use of Keyhole.co social media analytics software. Learn more at: mattkushin.com.
This document outlines the requirements for Project #3, an original research project, in a Communication Research course. Students will design and conduct small-scale primary research on a topic of their choice using surveys, interviews, or focus groups. The project involves submitting a proposal, obtaining approval, collecting and analyzing data, and writing a final report. Key deliverables include a research proposal, measurement tools, data collection and analysis, and a written report of the results and discussion sections adhering to APA format. The goal is for students to learn about the research process from developing questions to interpreting findings.
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
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.
Social Media for Communications Curriculum Hootsuite
HootSuite's Higher Education Program provides professors with free access to the tools and resources needed to effectively teach social media in the classroom within different fields of instruction.
Learn more at https://socialbusiness.hootsuite.com/higher-ed.html
During the 90-day program, professors and their students have free access to HootSuite University, HootSuite Pro, and detailed social media curricula.
This course will teach marketing students how to create and maintain a social media presence for business, including Facebook, Twitter, Google+, Tumblr, LinkedIn, YouTube, Instagram, etc. Students will learn to use social media for public relations and communications purposes.
Student Email and Social Media Etiquette Policy for #Freberg15Karen Freberg
Email and social media correspondence policy for COMM 333 [Social Media, Mobile Technologies, and Strategic Communication] for Spring 2015. Class taught by Karen Freberg at the University of Louisville.
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 provides the syllabus for a Business and Professional Writing course taught in Spring 2011. It outlines the following key details:
- Course information including instructor contact details, office hours, required textbooks
- Course description, goals, and learning objectives focused on developing professional communication skills
- Assignments including major writing projects, quizzes, readings, and a final exam project
- Grading scheme and policies including attendance, participation, and preparation requirements
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
This document provides information about an English 309 course on Rhetorical Style taught in Spring 2017. The course will examine how style is shaped by rhetorical purpose, genre, and audience. Students will write about one topic in different genres, from professional to personal. The goals are for students to understand style as rhetorical, compose effectively in various genres, analyze stylistic devices, conduct advanced research, and give/receive feedback on writing. Required materials include a textbook and readings on the course site. University learning outcomes emphasize skills like learning integration, problem solving, communication, understanding perspectives, and citizenship. Course policies require attendance and submit homework on time.
English 1302.WC1 Composition II Fall 2014, Central Park.docxYASHU40
English 1302.WC1: Composition II
Fall 2014, Central Park Campus
Course Number: ENGL 1302
Course Title: Composition II
Instructor: Wendy Commons
Office: E221, Central Park Campus
Office Hours: Monday, 11:30 a.m.-12:30 p.m. online; 2:30-3:30 on-site
Tuesday, 1:00-2:15 p.m. on-site
Wednesday, 11:30 a.m.-12:45 p.m. on-site
Thursday, 1:00-1:30 p.m. on-site
Friday, 9:30-10:30 a.m. online
(Other times available by appointment)
Email: [email protected] (Preferred contact method; please allow 24-48 hours for response. Email
may not always be checked on weekends.)
Office Phone: 972-548-6823
Department office contact in case of emergencies: Office of Academic Affairs, B-122 F, 214.491.6270
“When asked, ‘How do you write?’ I invariably answer, ‘One word at a time.’” - Stephen King
Class Information: Section number WC1, Online, Central Park Campus
Special Considerations for Online Students: Because this class has no face-to-face component, your primary
method of receiving information will be through text. You must read all course materials thoroughly and carefully.
You also need to check course materials and email regularly (I’d suggest at least twice a week), which naturally
requires a computer with internet access. If you don’t have one at home, I highly recommend choosing a study
location where you can access one (library, home of a friend or relative, etc.) and planning to spend a lot of time
there over the course of the semester. We do not have a strict schedule in which everyone is expected to be online
at specific times, but all students are expected actively participate in class activities.
Technology Requirements: To successfully complete this course, students must have ready access to a computer
with internet access and access to Blackboard. Students should also know how to send emails, attach files to emails
and discussion board posts, and type and save documents in Microsoft Word or a similar word processing
program.
Netiquette: Part of your evaluation will include work done in online class environments (Blackboard and
TurnItIn.com). The activities in which you participate in our online class space should be conducted as if you were
in a classroom. Be courteous to your fellow students and to your instructor. In discussion board posts, emails, and
other online exchanges, I expect you to use the sort of written language I would see in an essay that you would turn
in for a grade: no IM-speak, no slang, no all-caps, no no-caps. I don’t have problems with the occasional emoticon,
but just make sure that everyone can understand the point you are trying to communicate.
Course Description: Intensive study of and practice in the strategies and techniques for developing research
based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and
secondary research methods; critical reading of verbal, v ...
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 EWRT1A English composition course syllabus:
The syllabus outlines the goals, requirements, texts, grading, policies, and schedule for an English 1A transfer level composition course, which focuses on developing skills in reading analysis, essay writing in various styles, and online discussion through a class blog. Students will write 4 formal essays, complete reading quizzes and tests, and participate in class workshops and discussions to earn points towards their final grade in the course. The syllabus provides contact information for the instructor and details on submitting assignments through Turnitin and participating in the online class blog.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
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.
MNG81001 2017 Session 3 MARKING RUBRIC: ASSESSMENT 4
MNG81001 MANAGEMENT COMMUNICATION
Assessment 4
GROUP REPORT
Document design
Report
Due Date
Friday 2nd February 9.00am(QLD time)
Length
1500 words (+/- 10%) per individual group member + group contribution + 3-minute individual presentation
Weight
35%
Effective communication throughout a workplace is an essential ingredient to align people’s efforts towards achieving goals. Yet it seems that ‘communication problems’ are continually mentioned as one of the main difficulties for most organisations.
Your boss, the CEO of ABC Company, has asked you to investigate the issues associated with each of the following four workplace communication strategies:
1. Social media to improve internal and external communication.
2. Communicating to customers.
3. Connecting with employees.
4. Crisis communication developing strategies to protect the reputation of the organisation in a crisis.
Working in groups of four, each student will write on one of the workplace communication strategies.
Please follow these guidelines to complete the assessment:
1. This assessment comprises two parts: a. group-assigned written report b. three-minute individual oral presentation.
2. You will be assigned to a group of four students. Internal students will be given their group in the tutorial; external students will be notified via email.
3. The purpose of this assessment is for you to engage in web-based research. Each student in your group needs to select ONE of the four workplace communication strategies.
4. Start your web-based research with a search of popular business publications, even trade journals, professional journals and current affairs journals, for any information about workplace communication strategies. Finally, use academic research to support your findings in relation to your selected theme.
5. Each student needs to find 8-10 secondary sources for his/her section. Please note you are expected to use a minimum of four (4) refereed academic journals. You will be shown how to tell if a journal is peer reviewed/refereed. Do not include more than 10 references per student.
6. Document using SCU Harvard format.
7. You are encouraged to write a first draft of this report at least one week prior to the due date to ensure adequate time for revision. Please be aware that the writing quality and appropriate referencing will be marked as well as the content.
8. Submit the report Turnitin via the Blackboard site no later than the due date: Friday 2nd February 2018, 9.00am (QLD time). Please note: only one student submits on behalf of their group.
9. In addition to the report each student will be required to give a three minute oral presentation on their respective report section.
10. Refer to the Marking Criteria Guide and Marking Rubric located under Assessment Details on the Blackboard.
PRIOS/CDT brief (covered in lecture and tutorials) for Assessment 4:
a. Purpose: To conduct web-based res ...
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
Things I like in the market classI like many different things.docxirened6
Things I like in the market class:
I like many different things in the personal selling class that will help me through my future life. The first thing I like is the teaching style because it provides me different examples of how to lean the seven steps sales process as an important process to follow in my future job. also I like having different assignments that are related to the market subjects because its keep me in learn process so I don’t have to forget what is in the class. Also, I like the model page because it provides me what I need and basically it has everything as such syllabus, quizzes, and homework assignments, for each chapter. I also like the syllabus because it provides me all I need for this course such as the time and date for each assignment, event, tests and role play. I like the event extra credits because it encourages me to attend different presentation and it helps me to raise my grade up. Also, I like communication tools such as phone text/voice and email because it was easy to connect with Dr. McGilvray as my instructor. Also, I like all the PowerPoint that are in the Moodle because it has everything I need, and it help to success in the test. I like the current event activity because I can analyze the product that I like, and I get some ideas from other Job shadow interview questions rather positive or negative that I share those ideas with my classmates.
Things I don’t like in the market class
I don’t like some things in the class market that I wasn't comfortable with those things. the first thing is your quizzes questions during the class because there were too difficult to answer them. Because when you taught us, we were writing your note and sometimes I didn't have time to complete your note. also, I don’t like when you give a fast speech because I’m international student and I am very slow at writing, so I cannot keep with you because you go to the next slide without completing my note. I don’t like the time you give the group to discuss the project because it is very short and as group we need more time.
Things I want to change
the first thing I would like to change it to add all PowerPoint of all chapters of the class in the Moodle website. Also, I would change the quizzes grade because it would be better if there are all the same grade.
Things I suggest for the future classes
I suggest is to make different activity in class such as selling product to each other in the class and provide credits to the winner as smaller idea the final project to practice the final project and make it easier for all the class. I suggest that you provide a movie or YouTube movie about the market as an example and in the same time class will be more exiting for students. I suggest to add one more project and split the grade to half and half and take off the midterm exam because I realized that from the final project that market it is all about self-development instead of writing.
things work with me
The first thin.
This is a public relations syllabus for the Principles of COMM 321: Public Relations course at Shepherd University. You can learn more about the class at mattkushin.com.
This document is the syllabus for an online course on creating electronic portfolios. The course is 1 credit and will be taught fully online over 5 weeks in Fall 2017. Students will learn to utilize various software and platforms to create and present digital portfolios, importing artifacts in appropriate formats. They will complete weekly forum discussions, assignments building portfolio skills, and a final project. Assessment is based on participation, assignments, and the final project. The syllabus outlines course objectives, format, requirements, policies, and a weekly schedule of topics and due dates.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
The McGriff University course catalog provides over 190 courses covering topics such as communication, insurance, leadership, business skills, and sales that can be accessed online anytime from any device. Courses are recommended for different roles and include self-assessments to help create individualized learning plans to focus on developing key competencies. Learners have access to courses from McGriff University, SkillSoft, and The Institutes covering a wide range of insurance and business topics.
This document outlines the syllabus for an internship and career development course at Bridgewater State University. The course aims to help students assess their career interests, create professional materials like resumes, learn about the internship process, and develop skills for transitioning from college to a professional career. Over the semester, students will determine their values and interests, establish an online professional presence, learn how to find and fund internships, and develop a plan for career development goals. The course involves lectures, discussions, presentations and assignments culminating in a final "What's Your Brand" presentation. Students will complete a resume, cover letter, LinkedIn profile, informational interview, and practice interviews to demonstrate their preparedness for the professional world
This document provides information about the UGBA 198 Marketing & Networking course offered at UC Berkeley's Haas School of Business in Spring 2016. The course will cover topics like social media marketing, networking, and internships. Evaluation will be based on assignments like journals, speaker series, a final project, and participation. The instructor is Tai Tran and course assistants include Lexa Gundelach, Julian Gamboa, Heather Romero, and Arash Virk. Students must complete all required work to receive a passing grade and no late assignments will be accepted.
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
Similar to Writing Across Platforms Class Syllabus - Spring 2019 (20)
This course syllabus is for a university-level class on happiness and media use (aka, subjective well-being and communication). This class is titled Happiness: Media versus Reality because it compares portrayals of happiness in the media, media effects on happiness, and social scientific research on happiness. This is a special topics class. The class is taught at Shepherd University.
Learn more at https://mattkushin.com.
This assignment is for students to learn paid social media and influencer marketing using the Stukent Mimic Social simulator. This is for a social media public relations or social media marketing class. Learn more about this assignment by seraching "stukent mimic social" at Mattkushin.com
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You can read more about this and other assignments on my blog, MattKushin.com.
A beginner’s guide to social network analysis for social media and strat comm professors.
From a social network analysis fan with much to learn!
http://Netlytic.org
Overview of how to use the network visualization tool https://netlytic.org/home/?page_id=2
Tutorial for using Netlytic: https://youtu.be/F6scVtMGKFE
Additional Resources
♣ Basics of social network analysis slides
♣ Blog post “A Quick, Interactive Activity for Introducing the Concept of Digital Influencers”: http://mattkushin.com/2018/03/19/digital-influencers-easy-classroom-activity/
♣ Blog post detailing the below assignment: http://mattkushin.com/2017/04/24/teaching-basic-social-network-analysis-of-instagram-and-twitter-data-using-netlytic-org-post-4-of-4/
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This is a copy of the social media audit assignment I have my students complete. The class is a university level strategic social media class. The students use Meltwater and other software to conduct the assignment.
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This is an example of a template that educator's can use to organize their classes, both in k-12 and college.
I blog about this topic at: http://mattkushin.com
This form is used in team projects in my classes. You can learn more about how I use this assignment via a blog series I wrote at MattKushin.com titled "A Guide To Setting Up Classroom Groups for Success." It is discussed in post #3 of that series.
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BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Writing Across Platforms Class Syllabus - Spring 2019
1. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 1
COMM 335: Writing Across Platforms
Spring 2019 | 3 Credit Hours
Lecture: 01: Location: L10G Time: T/R 1:50-3:05pm
Text: · Everybody Writes: Your Go-To Guide to Creating
Ridiculously Good Content by Ann Handley (paperback ISBN:
978-8126559985)
· Stukent Mimic Intro and chapter of Digital Marketing
Essentials: $25.
Note: If you need to use financial aid or grant $ to purchase Stukent, it can be arranged via the
bookstore. Come speak with me before the end of the 1st
week of classes to arrange this.
· Highly Recommended: AP Stylebook (latest edition). You can also purchase online access (temporary) or
get an ebook version.
The Shepherd bookstore online tool for finding best price on new, used, rentals: http://shepherd.verbacompare.com/
Course Documents & Assignments accessible on Sakai: courses.shepherd.edu
Course Overview
Students learn to write effectively across various platforms in today’s computer-mediated world. Emphasis is given to clear and effective
communication and professional standards as well as the need to tailor the message to the audience and the platform through which it is
communicated.
LEAP Goals & ISOs:
#1: Knowledge of Human Cultures and the Physical & Natural World
§ Acquire knowledge in humanities and arts through progressively more
challenging problems, projects, and standards of performance.
#2: Intellectual & Practical Skills throughout the Curriculum
§ Inquiry & analysis
§ Creative and creative thinking
§ Effectively communicate, in both oral & written English
Competencies
Inquiry & Analysis ▪ Critical Thinking ▪ Oral & Written Communication ▪ Information Literacy ▪ Collaborative Work ▪ Lifelong Learning
Objectives:
This course
§ Teaches written persuasion across print and computer-mediated communication.
§ Emphasizes research, planning, and audience analysis in the writing process.
§ Encourages voice, creativity, and experimentation in writing.
§ Explores search engine optimization (SEO) strategies for reaching target audiences.
§ Examines key differences and considerations when writing for different platforms.
§ Emphasizes written forms of content marketing as part of an organization’s social media strategy.
Assessment based on ability to:
Meeting criteria of Written Communication for class assignments as described below
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many
genres and styles. It can involve working with many different writing technologies and mixing texts, data and images. Written communication
abilities develop through iterative experiences across the curriculum.
Context of and Purpose for Writing:
§ Demonstrates a thorough understanding of context, audience and purpose that is responsive to the assigned task(s) and focuses all
elements of the work.
Content Development:
§ Uses appropriate, relevant and compelling content to illustrate mastery of the subject, conveying the writer’s understanding and shaping
the whole work.
Genre and Disciplinary Conventions:
§ Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or
writing task(s) including organization, content, presentations, formatting and stylistic choices.
Sources and Evidence:
§ Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of
the writing.
Control of Syntax and Mechanics:
Uses graceful language and skillfully communicates meaning to readers with clarity and fluency and is virtually error-free.
Assignments:
Professor: Matthew J. Kushin, PhD
Office Hours: M: 10-1; W: 10-noon.
2. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 2
AP styles 9% (3% each)
Quizzes (3)
News U Online Lectures 6% (3% each)
AP
Lead Lab
Writing Challenges (WCs), Citizenship, Mimic Chapter 5 quiz 10%
Formal Critiques of Classmate 8% (4% each)
Complete either: HubSpot email marketing OR HubSpot content marketing
certification 5% (A, Late, Fail)
Professional Writing Assignments 62%
Non-profit news release 10%
News Release Optimized for Web 14%
Hypertargeted Writing Assignment 15%
Mimic Intro (both rounds) 7%
White Paper / Backgrounder 16%
Extra credit opportunity:
You can earn 1.5% added to your final grade in this class by completing BOTH the email and content
marketing Hubspot certification
Final Grades: Final grades will be determined with the following scale. There is no rounding:
A = 100-90% B = 89.9-80% C= 79.9-70% D= 69.9-60% F =0-59.9%
All assignments due by the start of class on the due date unless specified otherwise.
Resources
Department Social Media @shepcomm instagram.com/sucomm shepcommblog.wordpress.com
Dr. Kushin @mjkushin
If you are intent on studying strategic comm, you need to 1) read, and 2) be professionally active on social media. I post and share content
related to school, social media, and PR.
o Lists I cultivate:
§ https://twitter.com/mjkushin/social-media - General Social Media News
§ https://twitter.com/mjkushin/shep - Shepherd and local – play your cards right and you might end up on this list!
§ https://twitter.com/mjkushin/strategic - PR, marketing, etc., w/ a bend toward new media.
Accounts Needed
If you do not have an account with the below services, set one up immediately.
Free: Poynter News University @ newsu.org
FAQ
What will we be writing for?
Print, Web (Social media pitch using upgraded PitchEngine.com account), Blogs, Social Media (e.g., Twitter,
Facebook), White Paper (Mac Pages - as desktop publishing)
Can I get help?
Writing tutors are available both in person and online if you would like to get assistance. I strongly encourage
anyone wanting extra help to work with a tutor on our class assignments.
§ This tutorial walks students through the process of signing up for a tutor:
§ http://yildizbucket.s3.amazonaws.com/portfolio%20demo/course%204/story.html
Tentative Schedule
Note: Readings are to be completed by the date listed. Schedule is subject to change
3. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 3
[Week#]
Week of
Day Topic
Assignments in italics are assigned that day. In bold are due that day. Italics & bold
indicates assigned & completed same day in class.
Reading Due
[1] 1/14 Tues Intro to Class; Situating Writing in a Convergent World
Set up Writing Challenge Blog by next class
Thurs Owned Content: Content Marketing & the Web
Participation: Author’s Voice
Hubspot certification
Everybody Writes – Chapters 1-5
- eMarketing book - Chapter 15 (PDF on
Sakai on main course page. In PDF,
scroll down to chapter 15)
[2] 1/21 Tues Voice & Style: Yours & Your Brand’s
Participation: Author’s Voice
Everybody Writes – Chapters 6-10
http://bit.ly/WAP_whyjohnnycantwrite
Thurs Writing Lab: Practice Professional Writing with the Handley 12-step model
Participation: In-Class Writing
Everybody Writes – Chapters 11-15
Bring your copy of the Handley text
today
[3] 1/28 Tues Writing and: Information-Gaps, Hypertargeting, & Consumer
identity
Participation: BF Analysis
Everybody Writes – Chapters 16-20
http://bit.ly/WAP_whatisCM
http://bit.ly/WAP_JPulizzi_video
(I strongly encourage you to listen to
this interview with Content Marketing
Institute founder)
Thurs Hypertargeting Assignment: Overview, Promotion; Lab Time to work
on assignment
Hypertargeted Writing Assignment
Participation: BF Analysis
http://bit.ly/1riEDu7
http://bit.ly/1ZeEG7E
Everybody Writes – Chapters 21-25
[4] 2/4 Tues Writing Lab: Work on Hypertargeted Assignment Everybody Writes – Chapters 26-30
Thurs Writing Effective Headlines; Informal Critique http://bit.ly/WAP_Headlines
http://training.npr.org/digital/leads-
are-hard-heres-how-to-write-a-good-
one/
[5] 2/11 Tues Legal Considerations; Audience Analysis
Poynter’s AP online lesson
Hypertargeted Writing Assignment – Promotion Plan
(Hypertarget assignment goes live)
Everybody Writes – Chapters 31-35
Thurs AP; Earned, Owned & Paid Media
Poynter’s AP online lesson
Complete and bring a print out of your
completed quiz:
https://www.newsu.org/courses/cleani
ng-your-copy-grammar-style-more
[6] 2/18 Tues Elements of The News Release
AP Quiz 1: Numbers, Titles, Addresses, and Capitalizations Quiz (in class)
Writing Challenge #1: Inverted Pyramid (in class)
Hypertargeted Writing Assignment – Results Report
Everybody Writes – Chapters 36-40
Thurs Leads
Writing Challenge #2: Leads (in class)
Non-profit News Release
Poynter’s Lead Lab
http://buff.ly/VL5srx
4. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 4
[7] 2/25 Tues What should the lead be? Finding Most Interesting Angle of a News
Story
“Finding Most Interesting Angle of a News Story” assigned and due
today
Everybody Writes – Chapters 41-44
Thurs More Practice with News Releases; News Release Lab Time
During Lab time – about 30 mins - we will work on your news release in class)
[8] 3/4 Tues Search Engine Optimization & Keywords
AP Quiz 2: Possessive, Apostrophe and Commas (in class)
Poynter’s Lead Lab
- eMarketing book - Chapter 8 (PDF on
Sakai page)
- Read through. Click “you be the
reporter” and complete the writing a
lead task. Print & bring today to class
http://www.newsu.org/courses/lead-
lab
Thurs Formal Critique Day: Bring 1) 1 hard copy to turn in 2) a soft copy
draft uploaded to “resources” on Sakai
Formal Critique of Partner (in class)
Everybody Writes – Chapters 45-50
Must be present. If can’t be present,
must arrange a partner beforehand to
get credit for critique portion of
assignment.
[9] 3/11 Tues Spring Break – no class
Thurs Spring Break – no class
[10] 3/18 Tues Keyword Research: Google Trends and Google Keyword Estimator
AP Quiz 3: Quotes
Non-profit News Release
http://bit.ly/WAP_KeywordResearch
Thurs Search Engine Result Titles, Descriptions; Content Body
Writing Challenge: SEO Title and lead paragraph (in class)
News Release Optimized for the Web
https://backlinko.com/seo-this-year
[11] 3/25 Tues News Release #2 Lab Day
Hubspot certification
Extra Hubspot certification (extra credit – optional)
Everybody Writes – Chapters 51-55
Thurs Optimizing Online News Release: Links and Shareable; Lab Time to
work on papers in class
Everybody Writes – Chapters 56-60
[12] 4/1 Tues Formal Critique Day: Bring 1) 1 hard copy to turn in 2) a soft copy
draft uploaded to “resources” on Sakai
Formal Critique of Partner (in class)
Everybody Writes – 61-65
Must be present. If can’t be present,
must arrange a partner beforehand to
get credit for critique portion of
assignment.
Thurs Writing for Search Engine Marketing
News Release Optimized for the Web
Stukent’s Mimic Intro Simulator
Everybody Writes – 66-70
Chapter 5 of “Digital Marketing
Essentials” available on stukent.com via
login.
[13] 4/8 Tues MIMIC Simulator: Lab Day 1
Chapter Digital Marketing Quiz (complete on Stukent website)
Strongly encourage you to watch:
https://www.youtube.com/watch?time
_continue=553&v=cFwTlwLs_WE
Thurs MIMIC Simulator: Lab Day 2
Chapter Digital Marketing Quiz (complete on Stukent website)
[14] 4/15 Tues White Papers: Position papers & backgrounders; High 5 Awards
White Paper Assignment
Stukent’s Mimic Intro Simulator
Everybody Writes – 71-74
Thurs White Paper Lab Day; 1-on-1 meetings (1/2 of class)
[15] 4/22 Tues White Paper Lab Day; 1-on-1 meetings (1/2 of class)
Topic; 5 sources; Stance on issue (upload to Sakai as Word doc)
5. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 5
Final paper is due: Tues, April 30, 5pm. Post to assignment on Sakai by end of final exam time. No late assignments
accepted.
Course Policies
Classroom Environment: Play (mp3 players, games on handheld devices, etc), reading non-course related
materials, or working on assignments for other classes is distracting. We’re all here to learn and people pay a lot of
money for their education. Use of Internet devices to take notes & gather information to inform classroom
discussion is strongly encouraged. But browsing & social interaction are not so please minimize use during class. If
your use of any device becomes disruptive, it will negatively impact your participation grade. Although I may speak
with you about this, do not expect a warning prior to reduction nor for the instructor to inform you that your grade
has been reduced. If your ringer goes off during class, please turn it off. If you feel the call may be an emergency,
please step out of class.
Participation Grade: A portion of your grade comes from participation. These are not “free” points distributed to
students just for showing up. They must be earned. This grade is calculated based on various “participation
challenge” assignments I will assign throughout the semester, general participation in classroom discussion and
evidence of preparation (e.g., attending class having completed the readings), and the student’s contribution to a
productive, inclusive and respectful educational environment for the professor and fellow students.
You will note an assignment on Sakai that reads “Classroom Citizenship” – This is there as a reminder that part of
your participation grade comes from your citizenship. Your participation grade will be reduced by some or all
possible points earned through participation assignments for: excessive tardiness, lack of participation in
discussion, distracting device use, and lack of a contribution to a productive, inclusive and respectful educational
environment. Students who have completed less than ½ of the participation assignments and who lose all of their
participation points, will see an additional reduction to their class grade equal to ½ of the value of the participation
portion of the semester grade. Do not expect any warnings.
Attendance, Being On Time, & Leaving Early:
Department Attendance policy: 1 week of classes worth of unexcused absences permitted, full grade deduction for
each absence thereafter, and 5 or more is automatic F. Attendance will be taken every class.
You MUST attend your classes regularly and engage in the requirements for each class; otherwise, your financial
aid may be revoked either partially or in full. This would result in an amount due by you to the University
immediately. Please refer to shepherd.edu/faoweb for more details. If you know you will be missing classes – work
with me ahead of time. High-fives will be given to students who miss no more than 2 classes at the end of the
semester; two-handed high fives for students who miss no classes.
Class participation is important for the success of the class and to your success. You are expected to attend class
regularly and on time and to stay for the duration of class. Students who arrive more than 5 minutes late or leave
lecture before it is complete without notifying the instructor prior to the start of class will receive a reduction in
their overall attendance & participation grade. Do not expect a warning or notification of grade reduction.
Late assignments: Late means turned in ANYTIME AFTER the end of scheduled class time on the due date. 2
minutes late and 2 hours late are treated equally.
• Professional Writing Assignments: Hard Deadline - Will not be accepted late for any reason.
• Other Assignments: Late assignments will be accepted for a 20% reduction in grade. Late assignments will
not be accepted beyond 1 class period late.
Thurs White Paper Lab Day (attendance optional)
Optional 5% extra credit on assignment if final paper turned in by
end of class today
6. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 6
• Participation Challenges: Can only receive credit if the student is not present when due; and presentation
assignments which cannot be made up [unless university-approved absence or family emergency]). Late
assignments will not be accepted beyond 1 class period late.
Students are responsible for remembering to turn in assignments (whether online or in person) prior to end of
class on the due date. In the rare case that a student is not able to attend class on the date an assignment is
due, the student may submit the assignment electronically BEFORE the end of class on the assigned day for
full credit. If you are having email/internet issues, you can fax it to the communication department or slide it
under Dr. K’s office door. There will be no exceptions to the late assignment policy.
Email & Electronic Communication Policy: I will prioritize & make every effort to respond to communications sent
during virtual office hours ASAP. However, for electronic communication occurring outside of established Office
Hours:
v Students can expect to get a response to an email from me within 48 hours of sending it, often much
sooner. If you don’t hear from me within 48 hours, send a polite reminder.
v If you send me an email or any other electronic communication and I do not respond to it, then I did not
receive it. You will always get a response from me if I received something.
v Students should not expect responses on weekends or after 6pm.
v Email subject lines should include: Class Title & Your name. e.g., “Comm 203 – Jane Doe”
v In case of real emergency needing response ASAP, add “[emergency]” to subject line. Don’t abuse this!
Academic Dishonesty. Each student in this course is expected to abide by the Shepherd University Academic
Integrity Procedures found in the Shepherd University Student Handbook
(http://www.shepherd.edu/students/studenthandbook.pdf).
By submitting academic work, students warrant that the work is their own and that unauthorized materials or
resources were not used. Plagiarism, fraud, unauthorized use of resources–cheating in all its forms is not
tolerated. All members of the Shepherd community are responsible for maintaining their own academic integrity
and for reporting suspected academic dishonesty.
Plagiarism is the act of stealing and using, as one’s own, the ideas of another or the written expression of the ideas
of another. Students guilty of academic dishonesty in any course will receive sanction from the course instructor
and may face sanctions by the University, particularly if there is a second reported offense. Sanctions may include
dismissal from the University. In this course you will fail any assignment you plagiarize on. Additional sanctions
may be taken at the discretion of the instructor including but not limited to reporting the incident to the proper
university authorities.
Publication: The department of communication has the right to record, file, broadcast, webcast and publish,
through any means necessary, any or all other means of distributing student production work in perpetuity.
COMM maintains an archive of material that we may webcast, broadcast, show in theaters and use for the
promotion of the department and its students. Any monetary gain made by the department will be used only for
the development of the program, and student wellbeing. The students who produce the work also maintain the
rights to use their work as they see fit, and are liable for that usage.
The Office of Disability Support Services at Shepherd University believes that, "the first step to success is access."
Disability Support Services is committed to working closely with individuals with exceptionalities to meet their
academic and housing needs. Students requesting any disability related accommodation should contact the Office
of Disability Support Services at 304-876-5122. This includes, but is not limited to students with visual or hearing
impairments, students with diagnosed disabilities that affect their learning and in need of academic
accommodations, and students requesting specific housing accommodations for health-related reasons. Students
must be registered with the Office of Disability Support Services and present their certified accommodation letter
7. Matthew J. Kushin, PhD
Shepherd University Course Syllabus .:. 7
to each of their instructors as early in the semester as possible prior to using any granted academic
accommodation. For more information, please visit http://www.shepherd.edu/disability.