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BUAD 302 – Communication Strategy in Business – 4 Units

Fall 2017

Professor: Lindsey M. Bier, Ph.D.

Office: ACC 400 C

Office Phone: 213/740-2803 Cell Phone/Text: 323/381-3654

E-mail: LBier@usc.edu (email is an excellent way to reach me)

Class T/Th (JFF 327): 10-11:50 a.m. (section 14675), 12-1:50 p.m. (14679), and 4-5:50 p.m. (14687)

Office Hours T/Th: 2:30-3:30 p.m. and by appointment (In-Person/Skype/FaceTime/Google Hangouts)

COURSE DESCRIPTION

You are working in a complex world characterized by growth in access to and quantity of information—and

your professional life will revolve around how you generate, organize, evaluate, and manage the communication

of this information. Today’s business professionals often attribute their success to their ability to write well, to

speak dynamically, and to cultivate business relationships through strong interpersonal communication skills.

Armed with astute communication strategies, business professionals can effectively exercise influence—an

essential management skill—and produce desired results.

Whether making a presentation, creating and executing an integrated persuasive appeal, or engaging in team

problem solving—you should be able to convey ideas and feelings to your audience clearly, accurately, and

persuasively. This course will sharpen your existing skills as a strategic thinker, writer, and speaker and will

employ those skills to realize an actionable understanding of strategic communication.

This course emphasizes experiential learning: You will apply managerial communication concepts and

theoretical frameworks to activities mirroring real-world business challenges. You will improve your command

of practical strategies for creating and disseminating written and visual messages, hone your verbal and

nonverbal presentation skills, and engage in teamwork and contribute as a leader and team member.

At the end of this course, you will be a more articulate and influential business communicator. You will

understand the theories that support the strategies you learn so you can successfully manage various types of

new communication challenges.

GLOBAL LEARNING OBJECTIVES

1. Business Communication Strategy—Theory

Demonstrate an understanding of the elements of business communication theory, particularly those

applicable to written communication, oral presentations, and interpersonal exchanges.

2. Business Communication Strategy—Application

Apply communication theory to develop business communication strategies, including evaluation of

purpose, audience, context, and channel choice, in a wide range of business contexts.

Demonstrate the ability to analyze, compare and critique these strategies, and effectively

communicate this assessment.

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DETAILED LEARNING OBJECTIVES

BUAD 302 is designed for you to acquire the following knowledge and skills in business communication:

1. Identify and discuss communication theories, models, and principles that affect business communication

across diverse industries and fields in a global landscape by analyzing specific communication

behaviors, strategies, and goals through case studies and group discussions.

2. Apply communication theories and principles to achieve communication goals by evaluating the

purpose of your message, conducting audience analysis, and selecting the appropriate communication

channel to construct successfully and deliver presentations individually and as part of a team in various

business contexts.

3. Utilize critical thinking skills to develop and implement communication strategies across diverse

business environments by analyzing, comparing, and evaluating the effectiveness of these strategies via

scenario-based simulations and exercises.

4. Develop an understanding and awareness of ethical principles and intercultural and diversity factors that

impact the communication process as business leaders, managers, colleagues and employees by

analyzing and explaining ethical challenges and incidents in their cultural and organizational contexts.

5. Acquire and apply an understanding of small group communication dynamics, including learning to

evaluate and articulate obstacles that affect effective team communication and developing collaborative

deliverables.

While business communication mastery often takes years and always takes dedication, this course will provide

you with a comprehensive understanding of the basic strategies and processes of business communication.

Moreover, this course will help you appreciate your communication strengths and challenges and will give you

increased confidence in your communication decisions and in the execution of those decisions.

REQUIRED MATERIALS

Required readings include the textbook cited below as well as materials noted in the course calendar and/or

presented in class and/or distributed via Blackboard.

Cardon, Peter W. Business Communication: Developing Leaders for a Networked World (Third Edition).

The textbook is available in the USC Bookstore and online. You may use a print copy or an online version of the

textbook. We will not use the Connect Plus features.

In addition to required readings, you must have access to a computer, basic computer software (Adobe Acrobat

Reader, Microsoft Word, Microsoft PowerPoint, etc.), the internet, and Blackboard.

Finally, you must bring a 3x5 index card with you to every class meeting. You will use this card to track your

in-class contributions. I will collect one card from each student at the conclusion of every class.

COURSE ASSUMPTIONS

I assume an ability to perform basic research as part of this course. I expect you to participate enthusiastically

and actively and to take responsibility for your learning. Whether writing or speaking, you should be able to

connect with your audience and to convey ideas and message points in an accurate, complete, and convincing

way. You will develop communication skills through practice, so class time will often be devoted to exercises

that are applicable to the real-world challenges you will face in your professional life.

My goal is to help you become a more professional business communicator. If you prepare for and attend all

class meetings, contribute actively in exercises and discussions, and complete all assignments conscientiously,

you will improve your skill level. By the end of this course, you will be able to organize and present clear ideas,

develop convincing arguments, apply communication strategies to a variety of professional situations, work

effectively in a team of people, and incorporate media to enhance your message.

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POINTS OF INTEREST FOR DELIVERABLES

You should use the spell-checking and grammar-checking features built into Microsoft Office, etc. for

any written deliverables.

For presentations, use charts, video, sound, and external links if they enhance rather than detract from

communicating your message.

If you have difficulties with writing mechanics, help exists at the USC Writing Center located on the

third floor of Taper Hall. You may schedule 30-minute appointments with writing consultants trained to

assist you in planning, organizing, and revising your assignments. Some consultants are graduate

business students in the Marshall School of Business. Others have special skills in working with

students for whom English is a second language. The Writing Center also offers workshops on

troublesome language and grammar issues and makes available a number of handouts on an array of

grammar and usage points: https://dornsife.usc.edu/writingcenter/.

Non-native writers and speakers of English may want to investigate the help available to them through

USC’s American Language Institute: http://dornsife.usc.edu/ali.

GRADING POLICIES

Assignment Points Grade %

Individual Presentation 1 (Informative) 100 10

Individual Presentation 2 (Persuasive) 200 20

Team Presentation 3 (Persuasive) 200 20

Resume/Cover Letter 50 5

International/Intercultural Report 50 5

Quizzes (5 @ 20 points each) 100 10

Final Exam 150 15

In-Class Contribution 150 15

TOTAL 1,000 100

These assignments are described in more detail below.

Oral Presentations – 500 points

You will complete three significant graded presentations—two individual presentations and one team

presentation. Team presentations will consist of both an individual grade and a group grade and may include a

written deliverable of peer feedback.

Individual Informative Presentation – 100 points

Individual Persuasive Presentation – 200 points

Team Persuasive Presentation – 200 points

Individual presentations will be delivered in the Fertitta Hall (JFF) Electronic Learning Center, Rooms A – F.

You will be assigned randomly to rooms and present to 4-5 of your classmates. All presentations will be

recorded and made available to you to view after the presentations.

Team presentations will be delivered and recorded in the classroom. Recordings will be available to you to view

after the presentations.

Grades for individual student contributions to the team presentation are based on my observations of the team’s

working dynamics and my assessment of the team’s presentation quality. Grades for team presentations will be

primarily uniform for all team members with the collective deliverable of all individual parts evaluated as an

integrated whole. I may deduct points, however, from individual team members if they were not full participants

in the final team deliverable.

Written Communication – 100 points

You will complete two written deliverables that will require your attention outside of class.

Resume/Cover Letter – 50 points

International/Intercultural Report – 50 points

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Further, you will complete in-class written assignments varying in length and format to apply various business

communication techniques.

Quizzes – 100 points

There will be six unannounced in-class quizzes throughout the semester.

Quizzes will be based on assigned textbook readings, articles, lectures, and in-class discussions.

Each quiz will be worth 20 points. I will drop your lowest quiz score at the end of the semester, so that only

your top five quiz grades count in your overall course grade. If you miss a class meeting or the beginning of

class on a quiz date, you forfeit the points for that quiz.

Final Exam – 150 points The final exam is a required component of this course and will be based on all of the course content. I will

provide a thorough and detailed comprehensive review prior to the exam.

In-Class Contribution – 150 points

You should contribute to discussion and activities in every class meeting. I expect you to arrive prepared to

begin work at the time class is schedule and to maintain a professional tone both during class and in

correspondence with me and other students. Questions and comments during class are encouraged and expected.

You do not receive credit for simply attending class meetings. You must contribute and engage by leading

discussion, asking and answering questions, applying real-world examples to course concepts, etc. You

will submit a 3x5 index card at the conclusion of every class to track your in-class contributions.

Choose absences wisely. I expect you to attend class except under extenuating circumstances.

Presentations and exercises in the Experiential Learning Center are nonnegotiable. Please ensure you do

not miss class on these dates: 9/12/17, 9/26/17, 10/10/17, 10/31/17, and 11/14/17.

Professionals make arrangements when they have to miss work. Thus, if you will miss class for a

university-sponsored event or religious holiday, please email me in advance. You must take steps to

complete the work you will miss before you miss class.

If you miss class because of an illness or emergency, communicate with me and provide documentation as

soon as possible. At my discretion, you may be allowed to complete missed work by the next class

meeting.

Multiple unexcused absences, even when accompanied by conscientious notification, may be viewed as

unprofessional behavior and negatively affect your in-class contribution grade.

If you miss class, you will NOT have the opportunity to complete missed in-class activities and quizzes.

If you miss class, you will lack information to fulfill the course requirements. It is your responsibility to

ask a classmate for notes. Do not ask me if you missed anything important.

If you are absent four or more times by Week 3, I will ask you to withdraw from the course. These

policies maintain professionalism and ensure a system that is fair to all students.

I want you to do your best in this class and to learn as much as possible. If you have concerns about your

performance in this class, please talk with me as soon as possible. In class as in life, it is more professional

to communicate concerns and problems in advance (when possible) than to make excuses later.

Technology Use in Class

Computers, laptops, tablets, and cell phones must be off during class time except when I direct you to use such

devices to complete a course assignment. Using electronic devices during class will affect your in-class

contribution grade.

Assignment Protocol

You will receive a rubric for each significant assignment throughout the course.

Your grade will reflect your ability to produce deliverables according to the professional business

communication standards learned in class. Adherence to deadlines will affect your grade. The content,

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organization, professional appearance and overall effectiveness of your deliverables will affect your grade.

Accuracy, spelling, grammar, and style will affect your grade.

In business, you are expected to complete projects on time.

Printed copies of assignments are due at the beginning of the class period on the date assigned unless

specified otherwise.

Late assignments, even if only by a few minutes, will receive one grade lower as a starting point (e.g. from

a B to a C).

Late assignments must be turned in within one week of the original due date or will receive an F grade.

If you are unable to attend class on the day an assignment is due, email it by the beginning of class time.

Because proofreading and editing are key to effective business communication, points will be deducted for

every typo and significant grammar, spelling, and punctuation error, including but not limited to the

following: factual errors and misuse of proper nouns, subject-verb and subject-pronoun disagreement, incorrect

word choice (e.g. loose instead of lose, you’re instead of your, it’s instead of its), and punctuation errors such as

run-on sentences and incorrect comma usage.

Where a bibliography, reference notes, or other stylistic requirements are necessary, conform the information to

APA style guidelines.

Each of the assignments you submit should be your original work. Plagiarism may result in a 0 for the

assignment as well as an F for the course.

Review of Grades If you believe an error has occurred in grading, you may, after 24 hours but within one week of the date the

assignment is returned, request—using a memo—that I reevaluate the assignment. If necessary, I will clarify my

commentary on returned assignments. Any reference and discussion of grades (written or otherwise) must be

initiated by you with a memo and conducted with diplomacy and thoughtfulness.

If you are requesting a grade review, the original assignment or presentation evaluation form should be attached

to your memo. The memo should fully and carefully explain your rationale for requesting reevaluation. “I

worked hard and put in a lot of time” and “I don’t understand why I received this grade” are neither full nor

careful explanations. Remember the reevaluation process can result in three types of grade adjustments:

positive, none, and negative.

GRADING DETAILS

Grade GPA Range/Percentage

A 3.72 - 4.00 95 – 100%

A- 3.44 – 3.71 91 – 94.99%

B+ 3.16 - 3.44 87 – 90.99%

B 2.88 – 3.15 84 – 86.99%

B- 2.60 – 2.87 80 – 83.99%

C+ 2.32 – 2.60 77 – 79.99%

C 2.04 – 2.31 74 – 76.99%

C- 1.76 – 2.03 70 – 73.99%

D+ 1.48 – 1.75 67 – 69.99%

D 1.20 – 1.47 64 – 66.99%

D- 0.92 – 1.19 60 – 63.99%

F 0.00 – 0.91 0 – 59.99%

Course grades are final and are not rounded up. Grade averages are typically in the B range for this course.

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UNIVERSITY ADD/DROP PROCESS

Marshall undergraduate courses are generally open enrollment through the first week of the semester. Students

can add these courses using online registration so long as there is a seat available. This policy minimizes the

complexity of the registration process for students by standardizing across classes.

Faculty cannot add to students to a course that is full, and there are no wait lists for Marshall undergraduate

courses. Contact the Office of Undergraduate Advising if you would like to add your name to an interest list for

classes that are currently full (undergrad.advising@marshall.usc.edu). Marshall instructors may drop any student

who, without prior consent, does not attend the first two class sessions (Week 1). Instructors are not required to

notify the student s/he is being dropped. Please note: If you decide to drop, or if you choose not to attend the

first two sessions and are dropped, you risk being not being able to add to another section this semester, since

they might reach capacity. You can only add a class after the first week of classes if there is enrollment space

and you receive approval from the instructor.

ACADEMIC CONDUCT Plagiarism—presenting someone else’s ideas as your own, either verbatim or recast in your own words—is a

serious academic offense with serious consequences. Please familiarize yourself with the discussion of

plagiarism in SCampus in Part B, Section 11, “Behavior Violating University

Standards”: https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally

unacceptable. See additional information in SCampus and university policies on scientific

misconduct: http://policy.usc.edu/scientific-misconduct.

SUPPORT SYSTEMS Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call

Free and confidential mental health treatment for students, including short-term psychotherapy, group

counseling, stress fitness workshops, and crisis intervention. https://engemannshc.usc.edu/counseling/

National Suicide Prevention Lifeline - 1-800-273-8255

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day,

7 days a week. http://www.suicidepreventionlifeline.org

Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call

Free and confidential therapy services, workshops, and training for situations related to gender-based

harm. https://engemannshc.usc.edu/rsvp/

Sexual Assault Resource Center

For more information about how to get help or help a survivor, rights, reporting options, and additional

resources, visit the website: http://sarc.usc.edu/

Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086

Works with faculty, staff, visitors, applicants, and students around issues of protected

class. https://equity.usc.edu/

Bias Assessment Response and Support

Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation

and response. https://studentaffairs.usc.edu/bias-assessment-response-support/

Student Support & Advocacy – (213) 821-4710

Assists students and families in resolving complex issues adversely affecting their success as a student (i.e.

personal, financial, and academic). https://studentaffairs.usc.edu/ssa/

Diversity at USC – https://diversity.usc.edu/

Tabs for Events, Programs and Training, Task Force (including representatives for each school), Chronology,

Participate, Resources for Students

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STUDENTS WITH DISABILITIES

USC is committed to making reasonable accommodations to assist individuals with disabilities in reaching their

academic potential. If you have a disability that may impact your performance, attendance, or grades in this

course and require accommodations, you must first register with the Office of Disability Services and Programs

(www.usc.edu/disability). DSP provides certification for students with disabilities and helps arrange the relevant

accommodations. Any student requesting academic accommodations based on a disability is required to register

with Disability Services and Programs (DSP) each semester. A letter of verification for approved

accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester

as possible. DSP is located in GFS (Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5 p.m., Monday

through Friday. The phone number for DSP is (213) 740-0776. Email: ability@usc.edu.

EMERGENCY PREPAREDNESS/COURSE CONTINUITY

In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information web site

(http://emergency.usc.edu/) will provide safety and other information, including electronic means by which

instructors will conduct class using a combination of USC’s Blackboard learning management system

(blackboard.usc.edu), teleconferencing, and other technologies.

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BUAD 302 – Communication Strategy in Business

COURSE SCHEDULE

Note: Schedule is subject to change per the professor’s discretion

Date Topic Readings/Assignments

Due at the Start of Class

Course Learning

Objectives Week 1

T 8/22/17 –Course Syllabus and Overview

–Establishing Semester Goals

1, 2

Th 8/24/17

–Communication and Career Development:

Overcoming Speaking Anxiety

–Basics of Communication Theory and Strategy

Syllabus Contract Due 1, 2, 3

Week 2

T 8/29/17

–Communication Theory and Strategy, Continued

–Establishing Credibility

–Interpersonal Communication and Emotional

Intelligence

CH 1 & 2

Fast Company Article: 4/3/17

“Want to be happier and

more successful…?”

1, 2, 3

Th 8/31/17 –Planning Presentations CH 14

1, 2, 3, 4, 5

Week 3 – Sept. 8 is the last day to drop/add

T 9/5/17

–Delivering Presentations

–Effective Presentation Skills: Verbal and

Nonverbal Communication

CH 15

Informative Presentation

Outline Due

1, 2, 3, 4, 5

Th 9/7/17 –Preparing for the Informative Presentation

***10 a.m. – 6 p.m. Thursday and 12 – 3 p.m.

Friday office hours to discuss the informative

presentation

1, 2, 3, 4, 5

Week 4

T 9/12/17

INDIVIDUAL PRESENTATION (INFORMATIVE) IN JFF ELC

1, 2, 3, 4, 5

Th 9/14/17 –Communication and Career Development:

Resumes and Cover Letters

CH 16 (pages 472-497)

1, 2, 3 ,5

Week 5

T 9/19/17

–Communication and Career Development:

Interviewing Skills

CH 16 (pages 498-509)

1, 2, 3 ,5

Th 9/21/17 –Personalities and Workplace Communication

Resume/Cover Letter Due

1, 2, 3, 4

Week 6

T 9/26/17

SDI ACTIVITY IN JFF ELC

1, 2, 3, 4

Th 9/28/17

–Understanding Persuasive Techniques

–The Power of a Story

CH 10

Inc. Article: February 2014

“How to tell your company’s

story”

HBR Article: December 2007

“Four truths of the

storyteller”

1, 2, 3, 4

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Week 7

T 10/3/17

–Motivation and Audience Analysis

–Monroe’s Motivated Sequence

CH 14 & 15 Review

Persuasive Presentation

Outline Due

1, 2, 3, 4

Th 10/5/17

–Ethics in Persuasion

–Preparing for the Persuasive Presentation

NPR Article: 8/24/16

“Corporate ethics in the era

of millennials”

Forbes Article: 4/14/17

“Millennials and quality…”

1, 2, 3, 4

Week 8

T 10/10/17

INDIVIDUAL PRESENTATION (PERSUASIVE) IN JFF ELC

1, 2, 3, 4, 5

Th 10/12/17

–Communication and Career Development:

Effective Emails and Other Traditional Business

Correspondence

–Social Media for Business Communication

CH 7 & 8

1, 2, 3, 4

Week 9

T 10/17/17

–Effective Teamwork

–Perceptions and Misperceptions

CH 3

1, 2, 4, 5

Th 10/19/17 –Intercultural Communication in the Workplace CH 4

1, 2, 3, 4, 5

Week 10

T 10/24/17

–Intercultural Communication in the Workplace,

Continued

1, 2, 3, 4, 5

Th 10/26/17 –Gendered Communication in the Workplace

–Generational Differences in the Workplace

Forbes Article: 7/7/17

“Forget stereotypes…”

Forbes Article: 6/20/17

“How millennials are

reshaping…”

International/Intercultural

Report Due

1, 2, 3, 4, 5

Week 11

T 10/31/17

Q & A ACTIVITY IN JFF ELC

How do you handle questions from an audience when pitching a new idea, product,

or service? You will practice effective responses via several role-play situations.

2, 4, 5

Th 11/2/17 –Effective Message Structuring

–Difficult Conversations

CH 5, 9, & 10 2, 4, 5

Week 12 – Nov. 10 is the last day to drop with a W grade

T 11/7/17

–Effective Visuals in Message Structuring 1, 2, 3, 5

Th 11/9/17

–Crisis Communication

–Leadership: Communicating Like a Boss

CH 11 2, 3, 4

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Week 13

T 11/14/17 HI FLI ACTIVITY IN JFF ELC

Working in a team, you will develop a business product using skills in planning,

development, production, and strategic communication.

2, 3, 5

Th 11/16/17

–Preparing for the Team Presentation Team Name, Mission,

Vision, and Contract Due

2, 3, 5

Week 14

T 11/21/17

–Preparing for the Team Presentation

***10 a.m. – 6 p.m. office hours to discuss the

team presentation

2

Th 11/23/17 No Class – Happy Thanksgiving!

Week 15

T 11/28/17 TEAM PRESENTATIONS (Taped In-Class)

2

Th 11/30/17

–Review for the Final Exam

Final Exam

Section 14675: 12/12/17 @ 8 – 10 a.m.

Section 14679: 12/12/17 @ 11 a.m. – 1 p.m.

Section 14687: 12/7/17 @ 4:30 p.m. – 6:30 p.m.

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APPENDIX

Alignment of Course Learning Objectives with Marshall’s Six Undergraduate Program Learning Goals

Goal

#

Marshall Program Learning Goal Description Covered in this

Course

(Goals 3, 4, 5, 6 and relevant selected sub-goals)

Course

Objectives

Relevant Course Assignments

3

4

Our graduates will demonstrate critical thinking skills so as to become

future-oriented decision makers, problem solvers and innovators.

Specifically, students will:

3.1 M Students will understand the concepts of critical thinking,

3.2 M Critically analyze concepts, theories and processes by stating

them in their own words, understanding key components, identifying

assumptions, indicating how they are similar to and different from

others and translating them to the real world.

3.3 H Be effective at gathering, storing, and using qualitative and

quantitative data and at using analytical tools and frameworks to

understand and solve business problems.

3.4 H Demonstrate the ability to anticipate, identify and solve business

problems. They will be able to identify and assess central problems,

identify and evaluate potential solutions, and translate a chosen solution

to an implementation plan that considers future contingencies.

3.5 H Students will demonstrate the ability to be accurate, clear,

expansive (thorough, detailed) and fair minded in their thinking

Our graduates will develop people and leadership skills to promote

their effectiveness as business managers and leaders.

4.1 H Students will recognize, understand, and analyze the motivations and behaviors of stakeholders inside and outside organizations (e.g., teams, departments, consumers, investors, auditors) 4.2 L Students will recognize, understand and analyze the roles, responsibilities and behaviors of effective managers and leaders in diverse business contexts e.g., marketing, finance, accounting. 4.3 H Students will understand factors that contribute to effective teamwork

High

(Course

learning

objectives

2, 3, 4)

Moderate

(Course

learning

objectives,

1-5)

ELC: Hi-Fli Exercise, Ethics Exercise, Crisis Comm. Exercise, Audience

Analysis Exercise (In-Class),

Emotional Intelligence Assessment Presentation #2: Sales/Product Pitch

(audience analysis/emotional

triggers/telling the right story) Presentation #3: Programming Pitch,

Quizzes, Final Exam

Assigned Readings (text) and Discussion

ELC: Hi-Fli Exercise, Ethics Exercise Crisis Comm. Exercise, Emotional

Intelligence Assessment, Crisis Comm.

Exercise, Assigned Readings (text) and Discussion, Quizzes, Final Written Exam

5 Our graduates will demonstrate ethical reasoning skills, understand

social, civic, and professional responsibilities and aspire to add value

to society.

Specifically, students will:

5.1 M Understand professional codes of conduct.

5.2 M Recognize ethical challenges in business situations and assess

appropriate courses of action.

Moderate

(Course

learning

objectives

2, 3, 4, 5 )

ELC: Ethics Exercises,

The Trap of Misperceptions Exercise (In-

Class), Assigned Readings (text) and Discussion, What Ethics Means to Me (In-

Class Briefing)

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6 Our graduates will be effective communicators to facilitate information

flow in organizational, social, and intercultural contexts. Specifically,

students will:

6.1 H Identify and assess diverse personal and organizational

communication goals and audience information needs.

6.2 H Understand individual and group communications patterns and

dynamics in organizations and other professional contexts.

6.3 H Demonstrate an ability to gather and disseminate information and

communicate it clearly, logically, and persuasively in professional

contexts.

High

(Course

learning

objectives

1-5)

Presentation #1: Professional Assessment

Presentation #2: Sales/Product Pitch Presentation #43 Programming Pitch

Networking Report (Written)

Resume/Cover Letter (Written) Emotional Intelligence Assessment

Ted Talk content analysis

(In-Class) ELC: Hi-Fli Exercise, Ethics Exercise

Crisis Comm. Exercise, Audience

Analysis Exercise (In-Class), Quizzes Final Written Exam,

Assigned Readings (text) and Discussion

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COURSE CONTRACT

FOR

BUAD 302: COMMUNICATION STRATEGY IN BUSINESS

Name: _______________________________________________________________________

Email: _______________________________________________________________________

As a student enrolled in BUAD 302: Communication Strategy in Business, I accept the terms outlined

in the course syllabus and course schedule as a contract between the professor, Lindsey M. Bier, and

myself.

I understand that my in-class contribution and engagement will affect my overall course grade and that

I may not be permitted to make up any missed in-class activities and quizzes.

Further, I pledge that I will neither knowingly give nor receive any inappropriate assistance in

academic work, thus affirming my own personal commitment to honor the integrity of the USC

community and of the business communication field.

My signature below indicates I have read, understand, and agree to the policies outlined in the course

syllabus and course schedule for BUAD 302.

Signature:________________________________________________ Date:_______________

Please indicate any conflicts that may interfere with your attendance and in-class contribution.

Please indicate any other concerns you have about your success in this course.

Let’s make it a great semester!!