BUS& 101: Introduction to Business 5 Credits

Online Course Syllabus Winter 2020

Dr. Brian Lee, DBA, CIOS Applied Business

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Table of Contents Instructor Information .......................................................................................................................................... 2

Welcome Message .............................................................................................Error! Bookmark not defined. Course Purpose ..................................................................................................................................................... 2 Course Structure ................................................................................................................................................... 2 Required Class Materials ...................................................................................................................................... 3 Skills and Other Requirements ............................................................................................................................. 3

Computer Literacy Skills ................................................................................................................................... 3 Communication Skills ....................................................................................................................................... 3 Learning Skills ................................................................................................................................................... 4 Prerequisite Discipline Knowledge ................................................................................................................... 4

Communication Expectations ............................................................................................................................... 4 Learning Outcomes ............................................................................................................................................... 5

Pierce College Core Abilities ............................................................................................................................. 5 Associate in Applied Business Program Outcomes .......................................................................................... 5 Course Level Student Outcomes ...................................................................................................................... 6 Chapter Level Learning Outcomes.................................................................................................................... 6 Outcomes Framework ...................................................................................................................................... 6

Teaching Philosophy: Guided Learning ................................................................................................................ 8 Course Organization and Structure ...................................................................................................................... 9

Weekly Module................................................................................................................................................. 9 Grading Policy ..................................................................................................................................................... 12

Final Course Grade ......................................................................................................................................... 13 Late Work Policy ............................................................................................................................................. 14 Extra Credit Policy ........................................................................................................................................... 14 Incomplete and No Credit Policy .................................................................................................................... 14

Graded Groups: Learning Activities .................................................................................................................... 14 Course Engagement ........................................................................................................................................ 14 Discussion (Canvas) ........................................................................................................................................ 15 Connect LearnSmart and Interactives ............................................................................................................ 15 Quizzes ............................................................................................................................................................ 16 Projects ........................................................................................................................................................... 16 Final ................................................................................................................................................................ 17

Response Time and Assignment Feedback......................................................................................................... 17 Quality of Work Expectations ............................................................................................................................. 17

Written Assignment Requirements ................................................................................................................ 17 Class Behavior Norms and Expectations ............................................................................................................ 18 Online Etiquette (Netiquette) ............................................................................................................................. 20 Key Resources ..................................................................................................................................................... 21 Campus-Wide Academic Calendar ..................................................................................................................... 22 Inclement Weather ............................................................................................................................................. 23 Emergency Procedures for Classrooms .............................................................................................................. 23 Sexual Harassment Policy ................................................................................................................................... 23 Accommodations ................................................................................................................................................ 23 Social Media Network Policy .............................................................................................................................. 24 Addendums......................................................................................................................................................... 24 Change Notice .................................................................................................................................................... 24 Acknowledgement .............................................................................................................................................. 24

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Instructor Information Name: Dr. Brian Lee, DBA, CIOS Email: blee@pierce.ctc.edu Class Type: Hybrid Office / Hours: By Appointment via Starfish

Instructor Introduction I am an Adjunct Instructor in the Business and Computer Information Systems departments at Pierce College, JBLM. I have nearly 20 years of experience in the fields of information technology, business and academia including non-profit, for profit and government enterprises. I have been involved in managing institutions delivering e-learning, curriculum development, compliance, international operations, and traditional educational activities for the past ten years. Throughout my career, I have been a desktop support technician, network engineer, manager, consultant and eventually a Vice-President in charge of Business Operations including information technology infrastructure, database and software development. I have a BA from Baylor University, an MBA from California State University, San Bernardino, and a DBA from California InterContinental University.

Course Purpose BUS& 101 – Introduction to Business teaches the basic background in the general fields of business. It examines the nature of for-profit and not-for-profit organizations in a free market economy. It provides an overview of marketing, management, finance, production, economics, information systems, and international commerce.

Course Structure Hybrid. This is a hybrid class leveraging two learning platforms, Canvas and Connect.* The course delivery is in class with lecture activities but most of the work submission is online. As your instructor I am also available to meet in person. Please make an appointment with me if you need additional face to face consultation. Eight Modules in 9 Weeks. The course is delivered across 9 weeks, where each week represents one (1) module in Canvas. Each module represents a set of specific and measurable learning outcomes that are aligned with what students are expected to know and be able to do by the end of the course. Weekly OVERVIEW. At the top of each module a page titled, “READ THIS FIRST: OVERVIEW,” which will orient you to the week’s purpose (why you are learning), learning objectives (what you will learn), assignments (how you will learn), and assessments (how you are evaluated). Scope and sequence. The learning activities are designed to be sequentially executed within the week and across the course so that students maximize learning. This order of operations is reinforced by sequential deadlines, designed to prepare students to perform at high levels. That is, your reading assignments (Connect LearnSmart, due Sundays) prepare your to meaningfully engage Canvas Discussions (due Mondays/Wednesdays). These are followed by Connect Interactives (Thursdays) to allow you to demonstrate comprehension, application, and analysis of the week’s learning objectives. The week is capped by a quiz (due Fridays) to assesses your knowledge against the same objectives.

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Said another way, the deadlines are intentionally scheduled across the week as opposed to lumped at the end. This is to avoid the tendency to skip around and cherry pick which ones to pay attention to when, which invariably result in being lost or confused. Stay on the path, follow intentionally along, and you will be fine. Also, the modules are designed to build on top of each other to prepare you to gain increasingly more sophisticated concepts and to prepare you to successfully complete a multi-stage project (Secret Shopper Project). Daily Log-In. Log in daily to check Canvas emails and announcements as well as to be current on weekly activities. As your instructor I regularly connect with the class through these tools. It is entirely your responsibility to be aware of class activities. More on how Canvas and Connect work together later in this syllabus.

Required Class Materials The required text was chosen among others due to its a) clear discussion of learning objectives, b) topic currency, and c) and its adaptive and interactive technological tools. Yes, the text costs more than other books, but it’s my belief and experience that the learning benefits outweigh the costs. Students consistently give the below text high marks.

• Required Text: M: Business, 5e by Ferrell, Hirt, and Ferrell (ISBN: 9781259896804).

o IMPORTANT: A new book with this ISBN has the code you need to access required online materials. Play it safe and get the book from the Pierce College Bookstore, directly through the McGraw Hill Connect Registration process or risk wasting time and money.

• Device with Internet access • Microsoft Word, Excel, and PowerPoint • Other text and articles may be required. Please check Canvas Modules for details.

Skills and Other Requirements This is an online course, heavily leveraging online technologies and digital tools to maximize your learning experience. Below are the minimum skills requirements to help you successful complete this course.

Computer Literacy Skills • Knowledge of terminology, such as Canvas, email, browser, search engine, etc. • Internet skills; perform online research; use Pierce College Library for resources • Familiarity with Canvas – the main learning platform for Pierce College • Understand basic computer hardware and software; ability to perform computer operations • Attach, send, download, and retrieve attachments • Manage files and folders • Use software applications, such as email clients and Microsoft Office Suite (Word, Excel, PowerPoint) • Use online communication tools (email, Canvas Discussion, etc.) • Copy, paste, spell check, save files in different formats

Communication Skills • You need to have strong reading, writing, and oral communications skills. We will craft several

professional documents to present your best foot forward before prospective employees. We will

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also conduct various communication-centric activities (networking, interviewing) to increase your value in a highly competitive marketplace.

Learning Skills • Time management. Most of the earning activities and their assessments are online. This requires

that you commit time to log-in daily to be aware of, participate in, and to keep up with course activities. Waiting till the proverbial last minute to check what may be due or to complete assignments will significantly increase your stress level and substantially decrease your likelihood of success.

• Active learning. Successful online/hybrid learners are active learners. They take responsibility for their engagement and are not afraid to ask questions. As your instructor, I have limited face to face contact with you, which limits my ability to assess how much difficulty you may be having. I then rely on you to let me know if you are having problems early on – giving us both time to effectively address your concerns. Waiting till the last weeks of class is never a good idea. Given the number of points you need to have earned by a certain time, it may be too late by then. Seek help early! I’m here to guide you.

Prerequisite Discipline Knowledge • There are no significant prerequisite discipline knowledge for this course.

Communication Expectations How to reach me. The best way to reach me is via Canvas email from 8 am – 7 pm, M-F. I typically respond within 24 hrs. Responses during weekends are limited due to family obligations. Also, emails received after 7 pm may not receive responses until the next day. Those who plan ahead and beginr assignments early in the week (versus last minute) will discover problems earlier and have their issues attended sooner. If you wait last minute, you may find that you will also have lost necessary time to address issues that may come up. At any rate, please consult your workgroup for certain questions. See “Support Workgroup” section for details. How to remain current with class activities. This course uses Canvas as its means of delivering learning content. Given that most – if not all – of the learning materials, assignments, deadlines, announcements, etc., are housed or served through this learning management system (LMS), it is your responsibility to remain current in all of its activities on a daily basis. How to set up Canvas notifications. Canvas has advanced notifications systems to alert you of activities, emails, notices by pushing these to your phone. If you have not already, please set up your Canvas notifications now to alert you of due dates, announcements, conversations, etc. An onboarding step in the first module will have details on how to set up Canvas notifications. IMPORTANT: Not knowing when things are due, of class updates, messages, etc. are not defensible excuses. You are expected to know by having systems in place.

Late Registration Students who register during the first week of class or during late registration are expected to catch up with all of Week 1 (W1) and Week 2's (W2) work by the end of Week 2 (W2). No exceptions. Students who do not feel they can meet this deadline should not enroll in the class. If registered, see the registrar or academic adviser to discuss options. For a student who registers on time, regular deadlines are in effect. No late work will be accepted.

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NOTE: As instructor, I reserve the right to administratively withdraw students – by the fifth academic day – from the course who have not engaged in Week 1 activities as listed in Modules. This is to ensure that those who are registered in the course have shown an early commitment to their success in this class.

Learning Outcomes This course is designed to align and reinforce Pierce College learning objectives at the college, program, and class levels. We will achieve these goals through class activities (online and in class) as well as through various materials, especially via the required text. That is, you will be assessed on the degree to which you successfully demonstrate proficiency against the below objectives and learning outcomes. Chapter level learning outcomes are discussed in the “Overview” page at the beginning of each module.

• Pierce College Core Abilities (CA) • Associate in Business Program Outcomes (PO) • BUS& 101 – Introduction to Business Course Level Student Outcomes (SO)

Pierce College Core Abilities Pierce College graduates will be able to demonstrate the following core abilities. CA1 – CA5 are part of the class engagement grade. See “Grading Policy.”

CA1. Critical, Creative, and Reflective Thinking: Graduates will be able to question, search for answers and meaning, and develop ideas that lead to action.

CA2. Effective Communication: Graduates will be able to exchange messages in a variety of contexts using multiple methods.

CA3. Information Competency: Graduates will be able to seek, find, evaluate and use information and employ information technology to engage in lifelong learning.

CA4. Multiculturalism: Graduates will demonstrate knowledge of diverse ideas, cultures, and experiences, and develop the ability to examine their own attitudes and assumptions in order to understand and work with others who differ from themselves.

CA5. Responsibility: Graduates will be able to critically examine the relationship between self, community, and/or environments, and to evaluate and articulate potential impacts and consequences of choices, actions, and contributions for the creation of sustainable systems.

Associate in Applied Business Program Outcomes BUS& 101 is a class within the Associate in Applied Business program. Students in this course will successfully demonstrate the following program outcomes. PO1-PO4 are part of the class engagement grade. See “Grading Policy.”

PO1. Communication. Communicate effectively in various forms using an appropriate channel for the situation.

PO2. Teamwork and Collaboration. Work effectively and ethically within and across groups/teams to achieve common goals.

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PO3. Equity, Diversity, and Inclusion. Apply and analyze multicultural strategies to facilitate respectful and equitable inclusion of diverse individuals and perspectives to achieve organizational goals.

PO4. Strategic Thinking. Use quantitative and qualitative business principles to analyze, synthesize, and evaluate business problems in order to design and execute effective and ethical business solutions.

PO5. Information Competency. Apply appropriate information location, selection, and attribution norms to solve business problems.

PO6. Sustainable Business Model. Analyze and evaluate the impact of various business models on communities, the environment, and the society at large.

PO7. Entrepreneurial Mindset. Demonstrate an action-oriented entrepreneurial mindset open to innovation, opportunities, and change in order to capture, create, and communicate value in business settings.

Course Level Student Outcomes The following are student outcomes for this class. They, along with elements of the Associate in Applied Business Program Outcomes above, are evaluated in deliverables for the course. See “Grading Policy.” The official course outline identifies the following student outcomes for this class:

SO1. Identify different elements that distinguish capitalism, socialism, communism, and mixed economies.

SO2. Describe the role of competition, government involvement, and culture in a selected country’s economic system.

SO3. Assess elements of the global economy such as labor, capital, trade, natural resources, etc. and describe how these influence business.

SO4. Explain the advantages and disadvantages of the various legal structures for businesses.

SO5. Define and examine the role of small business in the free enterprise system.

SO6. Analyze the functions of business such as management, organization, human relations, marketing, financing and ethics.

SO7. Observe a small business, analyze operational activities, and report on strengths and weaknesses around management, human relations, or marketing.

Chapter Level Learning Outcomes Chapter level learning outcomes are discussed in the “OVERVIEW” page at the beginning of each module.

Outcomes Framework

"Create quality educational opportunities for a diverse community of learners to thrive in an evolving world."

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~ Pierce College Mission

To align with the College mission, this course nests above learning outcomes in a hierarchical fashion starting with Pierce College Core Abilities (CAs) as global outcomes, under which programmatic (PO), course-level (SO), chapter-level(CO), and other learning-activity outcomes follow. That is, there are broad learning themes, under which increasing depth of learning occurs through various weekly learning activities. See Figures A and B below. See Figures A and B below. Figure A. Graphic Representation of Hierarchy of Outcomes

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Figure B. Graphic Representation of Nested Outcomes

Teaching Philosophy: Guided Learning

guide: n. a person who shows the way to others (Oxford Dictionary)

coach: n. one who instructs or trains… (Oxford Dictionary) Guide. As your guide, I will challenge you to go on a path of discovery. Some of the road is known and familiar to you. Other parts – not so much. I will serve as your guide to venture deeper into these places. Some will be easily surmountable; others will require more effort. The climb is worth the insights. Do the daily practice and you will develop the stamina to surmount other challenges that will come your way. Stick with it! By the time you get to the finish line you will be amazed at how much you have learned! You will feel like you have grown – stronger, more knowledgeable, and confident. All good things. Coach. As your coach, I will prepare you to perform at higher levels. I will ask you to dig deep and move beyond your comfort zone. Through daily practice and intellectual stretches, you will gain the strength and resilience to achieve more than you expected. You will come to expect more of yourself! You will learn not to settle for less. And, like a dedicated athlete, you will reap the rewards of hard work and savor the small and big moments of performing at your best. Canvas and Connect. This class leverages both the Canvas learning management system (LMS) and McGraw Hills’s Connect learning platform.

• Canvas will serve as your main portal to engage the course framework (structure), participate in board discussions, submit Canvas-initiated assignments and quizzes, and receive and send class communications.

• Connect (via a link in Canvas) is where you will access the online version of the required book and its activities. For example, you will engage the adaptive learning technology, LearnSmart, where you will read and answer questions; conduct interactive exercises designed to build your vocabulary and understanding around learning outcomes; and take quizzes and the final. Connect has a separate communication medium that is instructor-initiated to alert you of your performance within Connect.

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Figure 1. How to Access Connect

1. From Canvas>Modules, click on “M-H Connect.”

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2. If does not load automatically, click on “Load M-H Connect.…”

3. Click on “Connect.”

(The book image will be specific for the course.)

Canvas Discussions. We will use Canvas discussions, email, and other online feedback/comment mechanisms to discuss, explore, and apply the content you’ve learned through homework, videos, and discussions. These means are intended to strengthen your proficiency and retention around the course learning outcomes.

Course Organization and Structure The course is designed to build your understanding of business over the length of the course by following the logic and structure of the required text. Specifically, we begin by first understanding the context in which business operates today: globalization, automation, and information technology. We then discuss the starting and growing a business, then proceed to specific functions of business including management, human resources, marketing, operations, and finance. That is, the modules follow the thematic sequence of the book. For example, we will begin our study with book's list of chapters under "Part One: Business in a Changing World." Thus, the modules are similarly named and organized. Take a moment now to examine the table of contents of your book to the modules s they are laid out in Canvas. This will help you gain a good sense of what to expect during the course.

Weekly Module One Module Per Week. This course will complete one module per week, representing a modular theme or learning unit. That is, we will complete one (1) module per week against a specific organizing principle (e.g. Business in a Changing World, Starting and Growing a Business, etc.). Skills and knowledge development. Each module is delivered to develop your skills and knowledge over a developmental sequence. This is based on cognitive science that says in order to achieve higher orders of critical thinking, we must first establish an understanding of baseline knowledge, then proceed with application, then to synthesis, and so on. Figure 1 below illustrates this concept in a general sense. Not all activities neatly follow this format as learning is not always sequential. At any rate, avoid the temptation to rush. Follow our routines as they are designed to help you develop your thinking skills over time. Avoid cherry picking about across the modules. Doing so will rob you of key development steps. Stick with the sequence, develop a rhythm in the course, and you will learn more, retain more, and be likely be more successful. The returns are higher. This is a good investment of your time.

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Figure 1. General Developmental Model of Class Activities

Weekly Routines. To promote development, modules are built on an internal set of routines, structure, and logic. The sequence of learning activities are designed to establish a baseline of understanding from which you can then apply your newfound knowledge to specific activities. Each unit will end with an assessment (quiz) of how well you have retained key vocabulary concepts, ideas, and principles. Note the sequence of weekly learning activities and their estimated time to complete. By closely following the sequence, you will develop a rhythm in the course and will be far less stressed. That’s a good thing.

Table A. Weekly Learning Activities / Assignments Due* Learning Activity Purpose Estimated Time to

Complete** Sunday Connect LearnSmart Chapters

(Unlimited attempts; you do not lose points; you earn as many possible up to deadline. There are total of 16 chapters for this course. Expect to complete 1-2 chapters per week.)

Recognize and comprehend information, ideas, and principles.

1 - 2 hrs per chapter

Monday Canvas Discussion -- Initial Post

(Answer prompts with supporting ideas and principles discussed in books and videos.)

Distinguish, explain, demonstrate understanding of key ideas and principles

1 hr

Wednesday Canvas Discussion -- 3 peer reply Build upon, critique, expand understanding of key ideas and principles

1 hr

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(Build class knowledge by examining peer posts and expand on ideas with examples.)

Thursday Connect Interactive exercises

(Unlimited attempts; credit is given to accuracy.)

Apply, construct, contrast, and demonstrate understanding of key ideas and principles.

1 - 2 hrs

Friday Connect Quiz -- Opens on Wednesday and closes on Friday.

(Open-book, multiple-choice, timed test. Quiz material can be of any matter discussed previously. Two attempts.)

Demonstrate retention of key ideas and principles discussed thus far in the course.

40 - 100 minutes

* All assignments are due 11:59 pm. ** Estimates are an average of past student performance. Yours may differ given your study habits, preparedness, and other factors. Time estimate to complete weekly assignments: 10-12 hours. Of course, this will vary given your study and time management habits. Some of you will be more efficient; others will be motivated to become more efficient as the course progresses. It might be an interesting exercise for you to track time spent and strategies on a weekly basis and discover how efficient you’ve become over time. This is an often-used business practice to learn what works, what doesn’t, and how to continuously improve. Give it a try. Please note that the above estimate is on weekly assignments; this does not necessarily include other non-weekly activities (e.g., Secret Shopper activities, reflections, surveys, wrap-ups, etc.). Lean in on the routines to help manage your time. They are designed to automate your week. Use your phone to alert you for upcoming assignments. Canvas is not yet advanced enough to notify you of everything. You will need to be accountable, regardless of technological or other limitations. Adding a layer of notification on your own device will reduce your anxiety and increase your performance. Course structure follows book structure. As stated earlier, the course organization closely follows the book structure to align course and text objectives. For example, most – if not all – of all chapter assignments will follow their sequence in the book. Also, given that the number of chapters exceed the number of weeks, be prepared to cover more than one chapter in some of the weeks.

Table B. Other Assignments

Assignment Due Purpose Expected Time to Complete

Onboarding assignments (4 total)

• Week 1 Prepare students to be successful in online learning environment Establishes learning community

6 - 8 hours

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Checkpoints: Engagement Assessments

• Week 3, 6 Measure student progress against Pierce College Core abilities

45 minutes per assessment

Class Quality Check 1 - Anonymous Survey

• Week 4 Assess quality of online learning expectations

20 – 30 minutes each

Wrap-up Quiz • Week 2, 4, 6 Checks against student understanding in ideas and principles covered across two learning units.

Video lengths: 20 – 50 minutes (Average of 2 videos per Wrap-Up) Quiz: Untimed

Course Evaluation • Week 7 - 8 Assess quality of online learning expectations

20 minutes (one time)

Multi-Stage Project • Week 3, 5, 7 Observe a small business, apply, analyze, and evaluate operational activities.

1 - 5 hours each

Peer Reviews (5 assignments)

• Week 3, 5, 7 Support peer-to-peer learning and engagement.

20 minutes per review; 3 reviews per assignment

Final • Week 8 Summative assessment of chapter learning outcomes.

2.5 hours

Grading Policy There is projected to be 1000 points to be earned in this course. Unforeseen events may cause the course points to be more or less than this number, in which case the instructor will alert students. In any event, points earned is based on the student’s performance against specific criteria for each graded element.

Table C. Graded Elements Pts Total % Onboarding Assignments, Engagement Assessments 120 12.0% Connect LearnSmart 175 17.5% Canvas Discussion 100 10.0% Connect Interactive 145 14.5% Connect Quizzes 220 22.0% Marketing Project (Multi-Stage; 3 stages) 140 14.0% Final 100 10.0% Total 1000 100% Extra Credit (Conditions apply.)* ~ 35

NOTES: * Please read “Extra Credit” section in this syllabus for criteria to earn points. Points may be more or less than the amount noted above. Track your grade closely. Please track your grade closely and to immediately alert me of any concerns via Canvas email. I need this written trail to ensure follow-up. If you need to discuss further, please come see me during my office hours. Please do not wait until the last weeks of class to correct your grade trajectory. It is difficult to make up for lost points towards the end of the quarter as the number of points available to significantly change your grade become less and less.

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Below is a general outline of what your grade may mean at the time. Please note that this class is competency-based and does not use letter grades.

Table D. Competency-Based Grading

Decimal Grade

% Distinction

3.5 - 4.0 90 – 100% Exemplary! Student consistently exceeds competency requirements (concepts, processes, skills). Performance indicators demonstrate that student work is excellent and of high quality.

3.0 – 3.4 80 – 89% Proficient. Student demonstrates good understanding of course learning outcomes. Performance indicators demonstrate student grasp of learning outcomes (concepts, processes, skills) with limited errors.

2.0 – 2.9 75 – 79% Satisfactory. Student progress is satisfactory. Performance indicators show sufficient grasp of key concepts, processes, and skills. However, student shows inconsistent understanding and application of course requirements.

1.0 – 1.9 65 - 74% Not Sufficient. Student is making progress. However, performance indicators show that student is not yet demonstrating satisfactory grasp of course concepts, processes, and skills. Critical mass of assignments are either missing or not of satisfactory quality.

>1.0 <65% Failure. Performance indicators show insufficient grasp of key concepts, processes, and skills against course outcomes. Many assignments are missing or consistently lack sufficient quality.

Final Course Grade Your final course grade is determined by adding the total points (including extra credit, if any) that you earned and then dividing your point total into the total number of regular points possible (before extra credit, if any). The resulting percentage grade is converted to a decimal grade. Minimum grade point: The minimum passing grade recorded for this class is 1.0, the equivalent of 65%. If you earn below this, a “0.0” will record. A minimum of 2.0 grade earned in this class is required to count toward an Associate in Applied Business (AAS or AAS-T). Other programs or financial aid may require other minimums. Please check with your advisor. Also, many financial aid packages require at least a 2.0 at the class and/or at the quarter level. If you are unsure of what is expected, please consult with your advisor.

Table E. Grade Equivalents

% Decimal Grade

% Decimal Grade

% Decimal Grade

100-99 4.0 84 2.9 73 1.898 3.9 83 2.8 72 1.7

96-97 3.8 82 2.7 71 1.694-95 3.7 81 2.6 70 1.592-93 3.6 80 2.5 69 1.490-91 3.5 79 2.4 68 1.3

89 3.4 78 2.3 67 1.288 3.3 77 2.2 66 1.187 3.2 76 2.1 65 1.086 3.1 75 2.0 <65 0.085 3.0 74 1.9

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Late Work Policy

In the business world, punctuality and meeting deadlines are expected. Thus, in this course, late assignments will not be accepted. To succeed, please have your plan B (part of your Backup Plan assignment) ready in case you need alternate means to access or submit your assignments in a timely manner. It is up to you to prioritize your commitments and to plan ahead to get your work done well and on time, accounting for possible technological glitches.

Extra Credit Policy Minimum criterion. In order to earn EXTRA credit points at the end of the course, you must meet the following MINIMUM requirements: Earn at least a 70% of the total possible regular points (before extra credit points) at the end of the course.

NOTE: You may accrue extra credits during the quarter, but these are not applied to your final grade unless you meet the above minimum criterion.

Incomplete and No Credit Policy Please be aware of the following Incomplete (I) and No Credit (NC) policy for this course:

• An “I” (Incomplete) is given only at the professor’s discretion AND after the student has satisfactorily completed ALL coursework through at least the 7th week of the quarter.

• An “NC” (No Credit) is given only at the professor’s discretion if you meet the following conditions: 1) You did not attend class after the tenth day of the quarter AND 2) you formally submitted a written request for an NC to the professor’s email by the 5th week of the quarter.

• An NC is NOT given at the end of the quarter because you failed to come to class, failed to submit coursework, or did not earn enough points to earn a passing grade.

Your grade = your responsibility. If you are failing the course and do not want the failing grade (0.0) recorded on your permanent grade transcript, it is your responsibility to withdraw from the course by the date determined by the college. See Academic calendar at http://www.pierce.ctc.edu/studentlife/calendars/academic

Graded Groups: Learning Activities For full instructions of each graded element for each graded group, please go to their specific shells under their weekly modules in Canvas. For example, instructions for the weekly discussions (e.g. “ W2: Globalization, Automation, and Trade, Oh My!”) is outlined in the assignment shell located within their respective weekly module in Canvas. Furthermore, it is entirely the student’s responsibility to carefully examine these instructions well in advance of their due dates. If an assignment is ever unclear, please let me know, and I am happy to clarify to aid successful completion.

Course Engagement Core Abilities Outcomes (CO) and Program Outcomes (PO) Evaluations. Course engagement grades are based on a student’s proficiency against the Pierce College Core Abilities Outcomes (CO1 – CO5) and Associate in Applied Business Program Outcomes as well as the student’s contribution and professionalism in this course.

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Graded elements for this graded group:

1) Onboarding assignments, quality checks: To facilitate proper engagement and set students up for success, students are required to complete onboarding assignments. Also, in order to help the instructor to design an engaging, relevant, and challenging course, students are required to complete at least two anonymous course-quality checks and a course evaluation. Full instructions are outlined for each assignment within Canvas.

2) Checkpoints: In order to help students become aware of key college-level and business-program level outcomes, students are required to reflect against specific prompts. Full instructions are outlined for each assignment within Canvas.

3) Wrap-Up Activities: As your instructor, I will provide (approximately every two weeks) a wrap-up of main course concepts via podcast (audio) or video. Students are then required to answer key questions covered in the wrap-up to assess engagement and comprehension. Full instructions are outlined for each assignment within Canvas.

Discussion (Canvas) To reinforce learning outcomes and challenge your thinking, I will post weekly discussion prompts on Canvas and serve as moderator. This online forum is a safe, respectful, and robust place to share your thinking. Note that in each discussion there are two graded components: 1) your post, and 2) three replies to three different classmates’ posts. Discussion grade. There are two deadlines (Monday for initial post; Wednesday for three peer replies), each with assigned points. There is an expected format to follow. This is to ensure that the reader can readily follow the content of the post. Follow Canvas discussion instructions closely. Refer to the rubric for grading. Your grade depends on the quality, originality, and accuracy. Short replies, lacking material substance, will not earn due points. Peer replies that are clones of other replies will not earn due points. As instructor, I will be able to tell which replies are original posts given the time stamps of the replies. Please, do not simply copy and paste (and reword) someone else’s posts as your own. Do your own thinking. I expect you to be original, thoughtful, and substantive. Your grade depends on it. Two Deadlines. Repeat: there are two deadlines. You are accountable for having a system in place to meet these deadlines. Canvas is not responsible for noting the second deadline for you.

1. Due on Mondays: Initial post to answer the week’s prompts. 2. Due on Wednesdays: Reply to at least three different peers’ posts.

Connect LearnSmart and Interactives There will be weekly Connect activities designed specifically for the required text. Grades are recorded within three days after their due dates.

• Connect LearnSmart (due on Sundays): LearnSmart uses adaptive learning technology to help you gain concept mastery as you read the online version of the book. That is, after reading a passage or so, LearnSmart will ask key questions to help you comprehend key learning outcomes. A few things to keep in mind:

o You can spend as much time as you want to complete the assignment up to the due date. It is recommended you devote about 1-2 hour for each chapter. Start at least two days before the due date to maximize learning and points.

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o Points are not lost in LearnSmart. They are earned. o You can answer as many questions as needed to earn up to the maximum points allowed for

the assignment. o The system automatically submits completed work at the deadline. o No late submissions are allowed. o Allow 1-2 hours after the deadline for your grade to appear in Canvas.

• Connect Interactives (due on Thursdays): Connect Interactives use case studies, videos, drag and drop, and other learning tools to deepen concept understanding and help apply core concepts.

o Allow 1-2 hours per Interactive session. o Unlimited attempts up to the deadline o The system automatically submits completed work at the deadline; best attempt is recorded. o No late submissions are allowed. o Allow 1-2 hours after the deadline for your grade to appear in Canvas.

Quizzes Due on Fridays. There are weekly quizzes to assess how well you have retained core ideas and principles. Each will assess you on materials covered thus far – current and previous weeks. Please note the following quiz parameters:

• Why: To assess retention of core ideas and principles. • When: Opens Wednesdays at 8 am; closes on Fridays at 11:59 pm. • How long; how often: 30 – 40 minutes each, depending on week; two attempts; best score records. • What: Open notes, multiple-choice, fill-in-the-blank questions/prompts. • Where: Syllabus quiz and wrap-up quizzes are in Canvas. Chapter quizzes are in Connect.

Projects Understanding Business. To help students apply their developing knowledge of business, students will observe a small, local business and complete a secret shopper project. A local small business is defined as a for-profit firm with 500 or less employees located in or near where the student resides or works. There are many small businesses in the area to choose from. Franchises that are part of large corporations (McDonald’s, Subway, 7 Eleven, Pizza Hut, etc.) do not qualify for this assignment. They are part of large businesses. Students who conduct their secret shopper activity for businesses that do not qualify will need to redo their assignment. If unclear, please reach out to your peers or to me. After choosing a qualifying business, students will investigate the nature and challenges of the small business with a three-stage secret shopper activity. The final product will include secret shopper observations, findings, and recommendations. Recommendations should be practical, ones the business can adopt. To aid students in the development of this major project, there are tutorial videos, templates, and peer reviews as well as instructor feedback. Instructions, expectations, and grade point distributions for each stage and deliverable are outlined in the individual project instructions. Given that this is a business product, your submissions are expected to be free of language errors. Please use the Writing Center as a resource. Your tuition has already paid for their services. IMPORTANT: The video tutorials will reference a five-stage process. Given that this is an eight-week summer course, you will have three stages instead of five. Please be sure to READ ALL INSTRUCTIONS within the assignment for each stage to complete this project appropriately.

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Final The final is a summative assessment (all learned thus far) of the course learning outcomes. Please look to the quizzes as possible sources for similar questions on the final. Details about the final will be on Canvas well in advance of the exam.

Response Time and Assignment Feedback Communication response time. As stated under my contact information, the best way to reach out to me is via Canvas email. I will typically respond within 24 hours, M-F. Response time during the weekend may be limited as I have family obligations. Also, emails received after 7 pm may not receive responses until the following day. Assignment feedback. It is my goal to give you substantive and constructive feedback against the published rubrics and other evaluation guidelines. Should you wish to have more than what your received, please arrange to have an appointment with me during office hours to discuss additional comments. Please note the following assignment feedback response times:

• Connect LearnSmart and Interactive grades are recorded immediately after the completion of an attempt. Since you can have multiple attempts, the best score at the deadline is recorded as your final grade for each assignment.

• Canvas Discussion and project assignments are substantive and require more review. You will typically receive your grades with my feedback within two weeks, often sooner, of the assignment’s due date.

• Connect quizzes are automatically graded and the score is visible after submission. The answers are typically visible 72 hours after the deadline.

• Peer reviews are a chance to learn from your peers. Feedback against the rubric are typically required within 2 -3 days after the deadline. Peers may also leave constructive comments.

• Surveys and other quizzes are also automatically graded, but may be adjusted by the instructor for completeness and substance. These adjustments, if any, will typically be made within two weeks of the deadline.

If assignment feedback and grading response times take longer than expected, the instructor will alert the class via Canvas email or announcement.

Quality of Work Expectations

Written Assignment Requirements 1. College-level writing. This is as college course, requiring college-level writing. All your written

products need to be organized, clear, and meet content criteria as per assignment specifications. They also need to be checked for proper grammar, spelling, and syntax. Where appropriate, I will provide samples of the kind and quality of writing I expect.

2. Word processing. All assignments must be word-processed, 12 pt. font (Times New Roman, Calibri, or Palatino Linotype), single- or double-spaced (depending on the assignment), and saved as a PDF. Unless otherwise noted, handwritten assignments will not be accepted.

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3. Information required on all assignments. Include the following on the top left-hand corner of all written assignments (1-2 points deduction if not followed):

Full Name Date Assignment Title Course Number – Course Name, Course Term

Class Behavior Norms and Expectations a. Personal responsibility. A core Pierce College ability is that of personal responsibility. As an

instructor, it is my duty to ensure this value is exercised. Thus, you are accountable for your own actions and inactions. Ignorance of rules and expectations is not a defensible excuse. Your success in this class and in Pierce College depends largely on your commitment to follow through on commitments and expectations. You are, for example, responsible for reading each syllabus for your classes and to read the Pierce College Student Handbook.

If you are not sure what is expected of you, please find out by asking your peers, advisors, and instructor. If you are unsure what is expected, ask ASAP! I am happy to clarify.

b. Daily log in. This is a specific extension of “personal responsibility.” Given that most of the learning materials and activities are online, you are expected to log in daily to remain current on class activities, announcements, etc. Remember that our technology-driven business reality expects its professionals to remain engaged and knowledgeable.

c. Grade tracking. Expect me to send periodic individual performance notices to students. Please regard these as prompts for you to attend to areas in need of your immediate attention. These notices, however, do not replace your responsibility to track and own your grade performance. This responsibility rests squarely in your corner. If you see anything amiss in the gradebook, contact the professor right away.

d. Active and thoughtful participation. My goal is for you to gain skills and knowledge to become a competitive and valuable professional. As your guide and coach, I will do all I can to make sure that you receive thoughtful, relevant, and engaging lessons. In return, I expect you to participate actively, thoughtfully, and respectfully. Studies show that by doing so, not only will you learn more, your peers will benefit from your contribution. Do the class a favor and let others in on what you are thinking!

e. Professional behavior; consequences for unprofessional conduct. The business world expects its employees to behave professionally or risk losing competitive advantage in the marketplace. This means that successful business professionals act responsibly, respectfully, competently, honestly, fairly, and with integrity and trust. In this spirit, I will enforce professional conduct. If I deem that a student is behaving unprofessionally or otherwise negatively impacting a productive learning environment, expect the following progressive disciplinary steps:

1) Warning: The student will be warned to stop the offending behavior.

(a) This warning is not limited to one class or to the current course. If a student is in another class or a previous course (another term) and has been given a warning, the previously given warning applies. That is, there is no new warning.

(b) If a student receives a warning, engagement points may be reduced.

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2) Leave the class, disengage from discussion, or equivalent: If the offending behavior persists after the warning (within one class, across current and previous courses), the following steps and requirements to return to class will take effect:

(a) Voluntarily leave class, discussion, or equivalent to reflect on behavior. The student will be instructed to temporarily leave the course and to reflect on how their behavior negatively impacts the learning environment. The student is welcome to come back to engage the course after they are committed to behaving professionally, positively, and productively in class. See 2b.

(b) Report to Dean of Student Success and /or Learning and Student Success District Conduct Officer. After temporarily leaving the course, the student is to immediately report to the Dean of Student Success or to the Learning and Student Success District Conduct Officer to develop a written plan on how to behave professionally in class. The Welcome Center on the 3rd floor of the Cascade Building can direct students to the Dean or Conduct officer. The written plan must be approved by the Dean or the District Conduct Officer and the instructor before the student can return to class.

(c) Lose class participation and attendance points. A student who is instructed to temporary leave the course forfeits participation points and all other relevant class points until they return with an approved plan to behave professionally in the course.

3) Refusal to leave class Referral to appropriate district agent. If after a student is told to temporarily leave the course, discussion, or equivalent and refuses to do so, the following steps will take effect:

(a) Referral to Campus Safety, Dean of Student Success, or Student Success District Conduct Officer. Depending on the offending behavior, the disruptive student will be reported to Campus Safety, the Dean of Student Success or to the Learning and Student Success District Conduct Officer for further action.

(b) Student reports to above referral. After referral is made, student will be made aware of where to report. Student is then expected to report to the specific agent and develop a written plan to behave professionally in the course. The written plan must be approved by the referral agent and the instructor before the student can return to course activities.

(c) Lose class participation and attendance points. A student who is instructed to temporary leave the course forfeits participation points and all other relevant class points until they return with an approved plan to behave professionally in the course.

NOTES: If a student is asked to temporarily leave the course, the responsibility to submit assignments, projects, quizzes, etc. on time via Canvas or Connect remains the responsibility of the student. That is, the above disciplinary actions do not result in an excused absence(s) and is therefore given no extensions. Also, the professor reserves the right to exercise a different and appropriate response depending on the severity of the offending conduct.

f. Student Conduct, Honesty, and integrity. Student misconduct, including academic dishonesty (cheating and plagiarism), will not be tolerated. Depending on the severity of the offense, disciplinary sanctions include, but are not limited to, a zero for the assignment, referral to the Dean of Student Success, a course failure, and/or college dismissal. Please carefully read the Pierce College Code of Student Conduct for expectations and sanctions. The co lor of my pup py is gold. (Shhhh. Don’t tell anyone. Let them hunt for it and earn this point. )

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If you are unsure what plagiarism is, ask me, do research (a lot of good online sources), talk with a librarian, and/or go to the Writing Center and ask a tutor. Do not assume you know. Please, learn proper citation conventions to avoid serious consequences to your grade or degree!

g. Grow by doing. American author Napoleon Hill once said, “Strength and growth come only through continuous effort and struggle.” Few make it in the world without due perspiration – literally and figuratively. I expect you to stretch your mind and self by working through the challenges presented to you in this class. I am available during office hours and by appointment if you need help. Don’t wait till you are in trouble to ask for help. Ask early so you don’t fall behind. Seeking help is a workplace skill. Please, develop it!

Online Etiquette (Netiquette) Online presence. Business professionals are expected to engage online. That is now the way of the world. Many will not meet their counterparts or customers in person until an occasion requires a face-to-face engagement. This new reality requires that today’s professional develop an online presence that communicates competence, credibility, and connectedness to name a few. Polite, Considerate, and Professional. Given that your virtual persona provides others with impressions of who you are as a professional, you will need to develop, among others, a virtual handshake that introduces you as such. You will also need to consistently maintain this presence well after the initial introduction. Please read the “Rules of Netiquette” developed by the University of North Colorado. It is available in Canvas>Modules>Resources. It will serve as an extension of this syllabus. Also, below is a full reproduction of the six online etiquette norms as outlined by Julie Bawden Davis, a contributing author in the American Express Open Forum series. Davis references Rachel French, owner of Protea Coaching, a certified professional coaching company in the selection of these norms. As a class, we will be follow the aforementioned “Rules of Netiquette” and the below guidelines. Online discussions and other online engagements will be assessed against these norms.

1) Stay neutral. You can’t go wrong if you remain as unbiased as possible in your online communication. “When it comes to writing an email, strive for clear, matter-of-fact content,” French says.

“Don't be funny, sarcastic, passive aggressive or make innuendos. It's probably best to avoid these tactics in oral exchanges in the business world as well, but at least in person we can rely on vocal inflections, body language, facial expressions and audience engagement to ensure that we're making our intended point. Online, these communication strategies are prone to misinterpretation or escalation.”

2) Follow grammar and punctuation rules. In any virtual communication—be it emailing, texting, posting on Facebook or blogging—use real words and complete sentences, and skip the emoticons.

“With very few exceptions, you should write the way you were taught in school,” French says. “Avoid all but the most common of internet abbreviations, and certainly skip the ones that are flippant or possibly inflammatory. And never curse.”

3) Know how to use online communication tools. "There are protocols for the use of online community groups and messaging systems, such as Twitter and texting,” Smith says.

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“Analogous to how we use tableware—just as we don’t use a knife to pick up our bite of steak to eat, we don’t use the text message space to write an essay. Knowing how to use a fork correctly is really the same thing as knowing the protocols of virtual communications. Familiarize yourself with these operational rules as much as possible, and always exercise self-control.”

4) Consider your virtual recipients. "As Ann Chandler, founder of The Chandler School of Etiquette, likes to ask, 'What is it like to be on the other side of me?'“ Smith says. “Remember that there is a real person on the other end of whatever you put out there. With this in mind, it’s important to show character and to be civil, and to always ask yourself if what you’re saying is true.” The profe ssor’s family got a new canine pet, a goldendoodle.

5) Take care choosing your professional user name. Put some thought into identifiers for yourself that others will see. Your best choice is to use your business name as your user name whenever possible and to never be cutesy. And if you own a business, French advises having an email address with your own domain name.

6) Pick up the phone when necessary. When a conversation is getting long or involved, for clarity’s sake,

move it to the phone, French advises. “Endless email strings or text messages are frustrating and eventually create too much opportunity for confusion.” My pup py is over fifty-five pou nds.

When a long email is necessary, be respectful of your recipients by making it as easy to read as possible. Put the most important information at the top and organize with bullets and short paragraphs.

Adhere to these rules of the Internet, and you’ll be sure to develop successful online business relationships.

Source: Davis, Julie Bawden. “Online Etiquette: 6 Rules For Making A Great Virtual Impression.” Pulled from https://www.americanexpress.com/us/small-business/openforum/articles/online-etiquette-6-rules-for-making-a-great-virtual-impression/ on 3/25/17.

Key Resources Sample resources available. There are many resources available to students to aid in the successful completing of courses and the attainment of degrees and certificates. Please be aware of the following resources, among others, developed and designed to help you succeed while at Pierce. You have already paid for these as part of your tuition. Please use them!

Table F. Sample of Pierce College Resources Service Description Contact

Canvas • Canvas Student Guide links at https://community.canvaslms.com/docs/DOC-10701

Go to website to search for specific how-to information.

STAT (Student Technology Assistance Team)

Services include: • Help with Wi-Fi, Canvas, email and basic operations. Learn more at http://www.pierce.ctc.edu/computer-labs-stat

Olympic Building, Room 301

eLearning Help Services include: • Resolve account issues and help make sure your computer

and web browser meet eCampus requirements. • Analyze your reported issues to verify that eCampus is

working as expected.

Contact Us (253) 964-6244 Cascade 322 Distedu@pierce.ctc.edu Hours of Operation

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• Work with registration data to correct missing courses and related enrollment problems.

Learn more at http://www.pierce.ctc.edu/elearning-help

M-F: 8 a.m. - 5 p.m.

Computer Lab Services include: • Access to Internet-ready computers, high-speed laser

printers, both B/W and color.

Olympic 301/302 Design Studio C405 (inside the Library, 4th floor)

Tutoring Center Services include: • Drop-in, supplemental instruction, etc. Each student is entitled to two 50-minute sessions per week for each registered class.

Academic Support Services Cascade Building - C504 (253) 964-6737 Tutoring@pierce.ctc.edu

Writing Center Help with: • Understanding your assignment • Planning and outlining your writing • Reading what you’ve written and offering helpful feedback • Integrating your sources and references • Reading and grammar questions Services include: • 15-minute drop-in appointments for those quick questions 25 & 50-minute pre-booked appointments for in-depth help

CAS 403 (Library) (253) 964-6252

Access and Disability Services (Accommodations)

Adjustments, auxiliary aids, and services may include, but are not limited to: • Accessible facilities • Alternate format of educational materials • Alternate testing procedures • Sign language interpreters • Readers, Scribes • Volunteer note-taker • Adjustable tables and chairs Learn more at http://www.pierce.ctc.edu/ads (email contacts lists available at the site)

Fort Steilacoom (253) 912-3606 (253) 964-6449 (confidential fax) Puyallup and JBLM (253) 864-3383 253) 864-3159 (confidential fax) Email: ads@pierce.ctc.edu

Library Services include: • Borrow books, access computers, laptops, etc. For list of media equipment to borrow, go to http://www.pierce.ctc.edu/library/media-equip

Cascade Building

Support and Counseling Services

Services include: • Short-term personal counseling • Referrals to community agencies • Crisis intervention and outreach presentations on issues

common to the college environment, such as time/stress management, eating disorders, alcohol/substance use/abuse, and relationship issues.

Learn more at http://www.pierce.ctc.edu/counseling

Fort Steilacoom Megan Irby, LMHC 253-912-3602 Puyallup Jennifer Wright, LMHC 253-864-3115

Campus-Wide Academic Calendar You are responsible for being aware of the academic calendar, including dates for class registration and withdrawal deadlines: http://www.pierce.ctc.edu/calendar/academic.

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Inclement Weather From time to time Pierce College will close due to inclement weather. When this happens, the instructor may assign additional work to be completed out of class or during a subsequent class session. When a student misses a class for any reason, unless the class is canceled by Pierce College, the student will be considered absent and accountable for all academic work required by the instructor on the date(s) the work is due unless alternative arrangements are made with the instructor in advance of the student’s anticipated absence.

Emergency Procedures for Classrooms Call 911 and then Campus Safety in response to an imminent threat to persons or property. In the event of an evacuation (intermittent horns and strobes), gather all personal belongings and leave the building using the nearest available safe exit. Be prepared to be outside for one hour and stay a minimum of 200 feet from any building or structure. So long as it is safe to do so, students are expected to stay on campus and return to class after evacuations that last less than 15 minutes. Do not attempt to re-enter the building until instructed by an Evacuation Director (identified by orange vests) or by three horn blasts or bell rings. Please notify the nearest Campus Safety Officer or Evacuation Director of any one left in the building or in need of assistance. Fort Steilacoom Campus Safety (253) 964-6751.

Sexual Harassment Policy The Pierce College district supports the dignity and worth of each member of its community and is committed to maintaining an environment free from discrimination, including sexual harassment. This commitment applies to all levels and areas of district operations and programs, to students, faculty, staff, and all other personnel, and is intended to ensure that all employees are provided equitable opportunities to realize their goals and to function effectively within the Pierce College environment.

Sexual harassment, whether verbal, physical or environmental, is unacceptable, prohibited by law and will not be tolerated. Retaliation against employees, students, or others reporting sexual harassment is prohibited. Violators of this policy shall be subject to appropriate sanctions.

Sexual harassment is defined as any unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature when:

• Submission to such conduct is made, either explicitly or implicitly, a term or condition of an individual’s employment or education program.

• Submission to or rejection of such conduct is used as the basis for academic or employment decisions affecting that individual.

• Such recurring conduct has the purpose or effect of unreasonably interfering with an individual’s work performance or educational experience, or creates an intimidating, hostile, or offensive work or educational environment.

Students who wish to report possible sexually harassing conduct should contact the office of the Vice President of Learning and Student Success at either college.

Accommodations Your experience in this class is important to me, and it is the policy and practice of Pierce College to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers based on disability, please seek a meeting with the Access and Disability Services (ADS) manager to

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discuss and address them. If you have already established accommodations with the ADS manager, please bring your approved accommodations (green sheet) to me at your earliest convenience so we can discuss your needs in this course. ADS offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you and the ADS director, and I am available to help facilitate them in this class. A favorite memory is snor keling in the Belize Barrier Reef. If you have not yet established services through ADS, but have a temporary or permanent disability that requires accommodations (this can include but not be limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact ADS at 912-3606 (Fort Steilacoom) or 253-864-3383 (Puyallup and JBLM). You may also email ads@pierce.ctc.edu to learn more. Accessibility Statements from Canvas and Connect The following links will take you to the accessibility statements for the required learning management systems (LMS) for this course:

• Canvas: https://community.canvaslms.com/docs/DOC-2061-accessibility-within-canvas • Connect: https://www.mheducation.com/about/accessibility.html#

Social Media Network Policy To maintain the integrity of the relationship between instructor and students as well as to objectively implement the policies of Pierce College, please know that I will not accept personal Facebook friend requests from students. However, I do welcome LinkedIn connections or Twitter follows as these networking and information sharing forums lend themselves to professional interactions.

Addendums All Canvas and Connect materials, class handouts, rubrics, and other notices are considered addendums and extensions to the syllabus.

Change Notice The instructor reserves the right to update, modify or otherwise change this syllabus to adapt to changing class conditions, optimize learning, and accommodate special circumstances. If so, an announcement will be made in Canvas and repeated in class. If you are ever unclear of what is expected of you, please consult me right away. I am here to help you move forward in your academic and professional goals.

Acknowledgement By registering in BUS& 101 – Introduction to Business, I acknowledge the following:

• I received the course syllabus in paper or electronic form. • I understand that it is my responsibility to read the syllabus in full. • The syllabus is a contract that binds me and my professor to its contents.