course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
Business Principles and
Skills for Academic Success
MGT 110
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Cover
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resources
course
overview
learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
schedule &
sessions
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 110
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Business Principles and Skills for Academic Success
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Business Principles and Skills for Academic Success | MGT 110
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Business Principles and Skills for Academic Success | MGT 110
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Business Principles and Skills for Academic Success | MGT 110
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
home
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course
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learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Business Principles and Skills for Academic Success | MGT 110
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Business Principles and Skills for Academic Success | MGT 110
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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resources
course
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learning
outcomes
IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Business Principles and Skills for Academic Success | MGT 110
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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resources
course
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learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Business Principles and Skills for Academic Success | MGT 110
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Business Principles and Skills for Academic Success | MGT 110
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
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resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Course Overview
Course Description
Introductory course for adults pursuing an Associate’s degree. Academic success topics include learning
styles, group interaction, written and oral communication, research and critical thinking skills, and time
management. This course also includes a survey of business structures and operations. Other topics
include the role of consumers in business, social responsibility within business organizations, and
specialized business fields.
Course Materials
Required Textbook and Materials
Davis, D. (2011). The adult learner’s companion: A guide for the adult college student.
(2nd ed.) ISBN 9780495913832
Pride, W., Hughes, R., Kapoor, J. (2013). Foundations of business. (3rd ed.)
ISBN 9781111580155
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
about
expectations
resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
1A
1B
2A
2B
3A
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts.
Level 6
Creating
Building Trust and Creating
Teams
IDEA Objective 1: Acquiring Skills in
working with others as a member of
a team
Group Activity
26pts
Level 4
Analyzing
Scrutinize the text for key
ideas an concepts, to be
used as “talking points’
IDEA objective 9:Learning how to
find and use resources.
Discuss Chapter and Questions
15pts
Level 5
Evaluating
Engage active learning
scenario and brainstorm
solutions
IDEA Objective 3: Learning to apply
course material (to improve
thinking, problem solving, and
decisions)
PBL: Introduce PBL topic and
brainstorm solutions
PBL
will
total
200pts
Level 6
Creating
Elaborate on the experience
of beginning a new college
program
IDEA Objective 4:Developing
Specific skills, competences and
points of view
Discussion Post and two
Response Posts on D2L
10
pts.
Level 5
Evaluating
Evaluate the performance of
an economic system
IDEA objective 9:Learning how to
find and use resources.
Video Case submit to drop box
Individual Assignment
25pts
30pts
Level 4
Analyzing
Identify the types of ethical
concerns that arise in the
business world.
IDEA objective 9:Learning how to
find and use resources.
Hallmark: Stewardship
The gift of human creativity should
be used to cultivate nature and the
environment, recognizing the
limitations of our actual knowledge
and the risks of destroying these
gifts.
Group Activity
Individual Assignment
26pts
30
pts.
Level 4
Analyzing
Scrutinize the text for key
ideas an concepts, to be
used as “talking points’
IDEA objective 9:Learning how to
find and use resources.
Discuss Chapter and Questions
15pts
Level 5
Evaluating
Explain and Illustrate PBL
Learning To Analyze
PBL Step 2
Level 6
Creating
Explain major factors in
consumerism
IDEA Objective 4:Developing
Specific skills, competences and
points of view
Discussion Post and two
Response Posts on D2L
10
pts.
Level 5
Evaluating
Assess the factors that
affect ethical behaviors in
the workplace
IDEA objective 9:Learning how to
find and use resources.
Video Case submit to drop box
25pts
Level 6
Creating
Explain Techniques For
motivating
IDEA Objective 1: Acquiring Skills in
working with others as a member of
a team
Group Activity
26pts
Level 4
Analyzing
Scrutinize the text for key
ideas an concepts, to be
used as “talking points’
IDEA objective 9:Learning how to
find and use resources.
Discuss Chapter and Questions
15pts
Level 5
Evaluating
Explain and Illustrate PBL
Learning To Analyze
PBL Step 3
homeLevel 6
3B
Creating
course
aboutAdapt netiquette
expectations
resources
guidelines
IDEA Objective 4:Developing
overview
to online communication
Specific skills, competences and
points of view
learning
IDEA
Discussion Post and two
outcomes
Response Posts on D2L
schedule &
10
sessions
pts.
Love
Level
of Christ
5
and Neighbor
Examine
 Prayer
the steps
 Stability
in human
 Conversatio
IDEA objective
Obedience9:Learning
 Discipline
how
 Humility
to
 Stewardship
Video Case submit
 Hospitality
to drop
 Community
box
25pts
Evaluating
Learning Outcomes
resource planning
find and use resources.
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
.
4A
4B
5A
5B
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Level 4
Evaluating
Developing a Career Goal &
Objective
IDEA Objective: Developing a
clearer understanding of, and
commitment to, personal values
Level 4
Analyzing
Scrutinize the text for key
ideas an concepts, to be
used as “talking points’
IDEA objective 9:Learning how to
find and use resources.
Discuss Chapter and Questions
Level 5
Evaluating
Explain and Illustrate PBL
Learning To Analyze
PBL Step 4
Level 6
Creating
Evaluate the different types
of leadership
IDEA Objective 4:Developing
Specific skills, competences and
points of view
Discussion Post and two
Response Posts on D2L
10
pts.
Level 5
Evaluating
List the components
involved in production
process
IDEA objective 9:Learning how to
find and use resources.
Video Case submit to drop box
Individual Assignment
25pts
30pts
Level 4
Analyzing
Describe how the Internet
helps in decision making,
communications, sales, and
recruiting and training
IDEA objective 9:Learning how to
find and use resources.
Level 4
Analyzing
Scrutinize the text for key
ideas an concepts, to be
used as “talking points’
IDEA objective 9:Learning how to
find and use resources.
Discuss Chapter and Questions
Level 5
Evaluating
Explain and Illustrate PBL
Learning To Analyze
PBL Step 5
Level 6
Creating
Identify the usefulness of
course content
IDEA Objective 4:Developing
Specific skills, competences and
points of view
Discussion Post and two
Response Posts on D2L
10
pts.
Level 5
Evaluating
Discuss decision making ,
communication ,and sales
relative to the internet
IDEA objective 9:Learning how to
find and use resources.
Video Case submit to drop box
25pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to Analyze
PBL Project
200pts
Group Activity
Individual Assignment
Pts.
26pts
30pts
15pts
26pts
Group Activity
15pts
Total Points for the Course
Discussion Questions D2L
10 pts. ea x 5
= 50 pts.
25% of the total points
Written Assignments
30 pts. ea x 4
= 120 pts.
20% of the total points
Video Case
25 pts. ea x 5
= 125 pts.
10% of the total points
Group Activity: Team
Building Exercise
26 pts. ea x 5
= 130 pts.
20% of the total points
In Class Disc Chapter and
home Questionsabout
15pts. ea x5
=75pts
6% of the total points
PBL Presentation/ Paper
expectations
resources
course
overview
learning
outcomes
200 pts. x 1
= 200 pts.
Total Points for the Course
= 700 pts.
IDEA
schedule &
sessions
25% of the total points
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Back to School and
the World of Business
•
•
•
•
•
•
no pre assignment for this class
Instructor will review Davis (Ch. 1 & 2) and Pride (Chap 1)
In Class: Disc Chapter 1(Pride) and Questions pg. 30
Group Activity: Building team Skills pg. 33
Media: Video Case: Entertainment Means Profits for Nederlander
Concerts pg. 32
PBL: Introduce the PBL topic and brainstorm solutions
01 B
online
Letter of Expectations
•
•
•
Read text Pride, (Chap. 2)
Discussion Post and Response Post
Individual Assignment: Researching Different Careers
02 A
F2F
Ethics Consumerism,
Stress Management ,
and Time
Management
•
•
•
•
•
•
Review Davis, (Chap.3- & 4)
In Class: Disc Chapter 2(Pride) and Questions pg. 63
Group Activity: Building team Skills pg. 66
Media: Video Case: Video Case: Scholfield Honda—Going Green
with Honda pg. 65
Individual Assignment: C corporate Scandal
PBL Step 2
02 B
online
Consumerism Today
•
•
•
Read text Pride, (Chap. 3-4) & Davis, (Chap.6-& 7)
Discussion Post and Response Post
Team Activity: Article on Current mergers
03 A
F2F
Learning Styles
Critical Thinking, and
Forms of Business
Ownership
•
•
•
•
•
Review Davis, (Chap.5)
In Class: Disc Pride Chapter 9 & 10 Questions pg.266 & 296
Group Activity: Building team Skills pg. 269
Media: Video Case: Whirlpool’s Award-Winning Diversity Program
Is Facilitated Through Employee Network pg. 268
PBL Step 3
03 B
online
Learning Styles
•
•
Read text Pride, Chap. (Chapter 9 )
Discussion Post and Response Post
04 A
F2F
Study Skills and
Management
•
•
•
•
•
•
In Class: Disc Chapter 6 Pride and Questions pg. 186
Group Activity: Building Team Skills pg. 186
Media: Video Case: Burton Snowboards’ High-Quality Standards pg.
236
Team Activity: Contingency Plan
Written report: Mission Statement
PBL Step 4
•
•
•
Read text Pride, (Chap. 8 & 11) & Davis, (Chap.6)
Discussion Post and Response Post
Individual Assignment: page 63
04 B
online
Netiquette
05 A
F2F
Research and MIS
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In Class: Disc Pride, (Chap. 14) pp. 386-413 and Questions pg.
.434
• Group Activity: Building team Skills pg. 437
• Media: course
Video Case: : E*Trade
Provides Information to Itsschedule
e-Business&
learning
resources Customers
IDEA
overview
outcomes
sessions
• pg. 436
• PBL Step 5 & 6
• Final PBL project
•
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
05 B
Course Schedule
online
Capstone
•
•
Read text Pride, ( Chapter 15)
Discussion Post and Response Post
14
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 1A
Learning Objectives
By the end of the week the learner should be able to:
Evaluate feelings about starting a new college program.
Define business and identify risks and rewards.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
PROBLEM or PROJECT BASED LEARNING
Reading: Instructor will Review Chapters 1 of Pride
textbook and Review and Discuss Chapters 1 -3 Davis
Textbook.
Team Assignment or Activity
Preparation: Before class review the Chapter Summaries at
the end of each chapter. Encourage your students to do the
same.
Engagement: In small groups, students brainstorm about
personal experiences which connect to or illustrate the
Chapter Summaries. After brief discussions, groups should
settle on one “story” or anecdote. Groups should determine if
others can relate to the story. Then small groups should share
with the class.
Reflection: Encourage students to reflect on the experience
and share with the class.
In Class Activity
Read and Complete #2, Building team Skills pg. 33 in
Pride Textbook and Develop Teams.
In small groups read the assigned Building Team Skills Case
from this week’s reading. Assign each group one of the
Discussion Case Questions. Have groups discuss these and
answer the question to the best of their ability. Groups can
either submit their answer to the drop box or can informally
present to the class (teacher’s discretion).
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Step 1: Introduce the Problem
Introduce the concept of PBL and illustrate its strengths.
For additional help on this topic please see the hyperlink in D2L
that goes into great detail on the PBL concept.
This week you will start working on your final project which is
due at the end session 5 B No submission is necessary for this
week.
**During week 1 you will need to walk the students through the
process. Each week you will have less of a role and shift the
responsibility to them until the last week where students are
responsible for completing the entire process themselves.
Ensure each week that you coach through the methodology so
they will have minimal difficulties during week 5 when they’re
on there own.
Have them use the following steps to help their thought
process. This methodology will help bring consistency to their
decision making process. They will use this the last week
when they write their PBL project.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and
start again.
Read: Justice Department urges court to reject Google
book deal CNN Technology news
Listen to: Who should control the Virtual Library? on NPR
online and answer the following questions.
Benefits - Who will benefit from this effort?
Detriments - Who will be harmed or lose as a virtual library
is built?
What are the implications for people who work in the book
publishing industry?
What are the implications for people who work in the
library industries?
How will this impact individual readers?
Do you support building a virtual library? Support your
answer. Submit your 2-3 page essay in the drop
box in APA format and include at least three sources.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1A
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 1B
Learning Objectives
By the end of the week the learner should be able to:
1.
2.
3.
4.
Discuss the factors that affect the level of ethical behaviors in organizations.
Identify the steps a business must take to implement a program of social responsibility.
Explore major factors in consumerism.
Develop critical thinking and problem solving skills
Activities, Assignments and Assessments
Written Assignment (due before “A” week)
INDIVIDUAL ACTIVITIES
Discussion Question
Week 01 Discussion - Letter of Expectations Welcome
to Benedictine University's Associate of Arts in
Business Administration program! Starting college is
a big step and for this activity you will explore your
feelings about enrolling in college. On page 8 and 9 in
the Davis textbook an assignment is outlined asking
you to write a 200 - 300 word letter about your feelings
about enrolling in college. Please follow the guidelines
to compose your letter.
Post your question by mid week so other students
may have a chance to respond. Reply to two other
students posted discussion questions.
1. Complete Assignment #3 Pride Textbook: Researching
Different Careers pg. 66 and submit your completed
assignment via drop box by session 2A.
2. Complete pg. 17 Davis textbook and prepare to discuss
session 2A
Multimedia (suggested materials)
Create a face book for your team and continue developing a
computer-based presentation of your PBL project experience
via phone conference, Skype, chat room, face book etc.
Reading Assignment (due before “A” week)
Foundations of Business Chap. 2,pp.35-63
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1B
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 2A
Learning Objectives
By the end of the week the learner should be able to:
1.
Understand what is meant by business ethics.
2. Identify the types of ethical concerns that arise in the business world.
3.Discuss the factors that affect the level of ethical behavior in organizations.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity
1. Review the publishers website coursemate.cengage.com or
Instructors Resource CD to view the videos that will help
students with each chapter reading. Please answer the
questions on the Video Case: Scholfield Honda—Going Green
with Honda on page 65 of the pride textbook.
2. Have each team search the internet for an article that shows
an example of a company or executive that has operated in a
particularly ethical or socially responsible way or a particularly
unethical way. You may further ask them to locate the
company’s code of ethics (if it has one).
In Class Assignment
Review: Foundations of Business Chap. 2,pp.35-63
The Adult Learner’s Companion Chap.3-4
pp.18-41
1. Many corporate scandals, such as those at Enron and
WorldCom, are allegedly cases of individual misdeeds
in defiance of corporate policies. Ask students
whether they believe that an organization can distance
itself from the actions of its workers or whether the
organization must somehow be responsible for creating
an environment in which unethical conduct can occur.
Write a 1-2 page essay
2. Complete Assignment on page 30 in the “Adult
Learner’s Companion” and share your response with
the class.
1. Preparation: Before class review the Chapter Summaries
at the end of each chapter. Encourage your students to do
the same.
Engagement: In small groups, students brainstorm about
personal experiences which connect to or illustrate the
Chapter Summaries. After brief discussions, groups should
settle on one “story” or anecdote. Groups should determine
if others can relate to the story. Then small groups should
share with the class.
Reflection: Encourage students to reflect on the experience
and share with the class.
2.Read and Complete #2, Building team Skills pg. 66 in
Pride Textbook and Develop Teams.
In small groups read the assigned Building Team Skills Case
from this week’s reading. Assign each group one of the
Discussion Case Questions. Have groups discuss these and
answer the question to the best of their ability. Groups can
either submit their answer to the drop box or can informally
present to the class (teacher’s discretion).
PROBLEM or PROJECT BASED LEARNING
Step 2: Prior Knowledge
In a 2-3 page essay describe the issues surrounding
Google Books.
Submit your paper in the drop box in APA format and
include at least three sources. Submit via D2L drop box
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course
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learning
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IDEA
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 2A
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 2B
Learning Objectives
By the end of the week the learner should be able to:
1. Describe the advantages and disadvantages of sole proprietorships.
2. Explain the different types of partners and the importance of partnership agreements.
3. Describe the advantages and disadvantages of partnerships.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
What are some of the major forces in consumerism
today? How do the forces relate to the six basic rights
on consumers? Name one federal law that has been
enacted over the last 50 years to protect consumer
rights?
Post your question by mid week so other students
may have a chance to respond. Reply to two other
students posted discussion questions.
Written Assignment (due before “A” week)
Complete pg. 75 of the Davis textbook and prepare to discuss
in session 3A
Team Assignment (optional)
Bring in an article that shows an example of a current merger
(or divestiture).
Ask them to identify any issues involved with the merger as
well as whether it is a horizontal, vertical, or conglomerate
merger. Due Week 3A
Multimedia (suggested materials)
Create an avatar -- a representation of yourself. Go to
http://avatars.yahoo.com/ , design an avatar with a library
or classroom background. (You will have to set up an
account if you don't use Yahoo!) Now, write a blog posting
about your avatar. Tell which site you used to create it,
how you made it, and why you chose the options you did.
Create a blog for your Project. Develop at least 6 blog
topics and post at least 3 engaging and relevant blog
entries. Students can use free sites such as Bloggers or
Word press to create and host the company blogs
Edublogs, Google’s Blogger
Reading Assignment (due before “A” week)
Reading: Foundations of Business Chap. 3-4, pp.67-125
The Adult Learner’s Companion Chap.6-7 pp. 52-75
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 2B
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 3A
Learning Objectives
By the end of the week the learner should be able to:
1. Describe the major components of human resources management.
2. Identify the steps in human resources planning.
3. Describe cultural diversity and understand some of the challenges and opportunities associated with it
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
1. Review the publishers website coursemate.cengage.com
or Instructors Resource CD to view the videos that will help
students with each chapter reading. Please answer the
questions on the Video Case: Whirlpool’s Award-Winning
Diversity Program Is Facilitated Through Employee Network
page 268 of the Pride textbook.
Preparation: Before class review the Chapter Summaries at
the end of each chapter. Encourage your students to do the
same.
Engagement: In small groups, students brainstorm about
personal experiences which connect to or illustrate the
Chapter Summaries. After brief discussions, groups should
settle on one “story” or anecdote. Groups should determine
if others can relate to the story. Then small groups should
share with the class.
Reflection: Encourage students to reflect on the experience
and share with the class.
Reading: Foundations of Business Chap. 9-10, pp.241-294
The Adult Learner’s Companion Chap.5 pp. 43-51
In Class Assignment (suggested activity)
1.Ask students to think about the times they were truly
motivated to work hard. What was the “goal” at the end of
the hard work—driver’s license, diploma, etc.? Follow up
with a question about whether there was ever a time when
they were asked to work hard and did not. What was the
difference between the two situations?
2.Ask students to report about the worst job they have
held. What approach to motivation was used in that
organization? Also ask them to report about the best job
they have held. What approach to motivation was used
there? What conclusions can they make based on this
limited information?
PROBLEM or PROJECT BASED LEARNING
In Class Activity
Submit your paper in the drop box in APA format and
1. Read and Complete #2, Building team Skills pg. 269 in
Pride Textbook and Develop Teams.
In small groups read the assigned Building Team Skills
Case from this week’s reading. Assign each group one of
the Discussion Case Questions. Have groups discuss these
and answer the question to the best of their ability.
Groups can either submit their answer to the drop box or
can informally present to the class (teacher’s discretion).
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Step 3: Develop the Problem Statement
Continue PBL Project to include concepts from this
weeks reading . In a 2-3 page essay, explain
Who will benefit from this effort? Who will be harmed or
lose as a virtual library is built?
include at least three sources. Submit via D2L drop box.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 3A
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 3B
Learning Objectives
By the end of the week the learner should be able to:
1.Describe the processes of recruiting, employee selection, and orientation.
2.Discuss the primary elements of employee compensation and benefits.
3.Explain the purposes and techniques of employee training, development, and performance appraisal
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
Read about all 10 rules of netiquette outlined at
http://www.albion.com/netiquette/corerules.html
Select 2 of the 10 rules and summarize each rule you
picked in 150 words or less. Explain why you think the
rule is important.
Post your question by mid week so other students
may have a chance to respond. Reply to two other
students posted discussion questions.
Multimedia (suggested materials)
1.Have students bring in an article that shows an
example of the importance of cultural diversity in the
global workplace. They may wish to search
www.findarticles.com for articles from HR sites such
as workforce.com . Prepare to discuss session 4A.
Reading Assignment (due before “A” week)
Reading: Foundations of Business Chap. Chapter
9 con’t page 241-264
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 3B
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 4A
Learning Objectives
By the end of the week the learner should be able to:
1. Describe the four basic management functions: planning, organizing, leading and motivating, and controlling.
2. Distinguish among the various kinds of managers in terms of both level and area of management.
3. Identify the key management skills and the managerial roles
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Review the publishers website coursemate.cengage.com
or Instructors Resource CD to view the videos that will
help students with each chapter reading. Please answer
the questions on the Video Case: Burton Snowboards’
High-Quality Standards. Page 236-237 of the Pride
textbook.
In Class Assignment (suggested activity)
Reading: Foundations of Business Chap. 6, 163-186
1. Select Write any 3 of the business types listed below and
write a mission statement for each business type you
selected. Write a one-page report on what you learned about
developing mission statements in a team setting. Restaurant;
Bank ;Airline; clothing Retail Store ;Auto repair or Childcare
center. Submit via D2L drop box
In Class Activity
Read and Complete #2, Building team Skills pg. 186 in
Pride Textbook and Develop Teams.
In small groups read the assigned Building Team Skills
Case from this week’s reading. Assign each group one of
the Discussion Case Questions. Have groups discuss
these and answer the question to the best of their ability.
Groups can either submit their answer to the drop box or
can informally present to the class (teacher’s discretion).
1. Preparation: Before class review the Chapter Summaries
at the end of each chapter. Encourage your students to do
the same.
Engagement: In small groups, students brainstorm about
personal experiences which connect to or illustrate the
Chapter Summaries. After brief discussions, groups should
settle on one “story” or anecdote. Groups should determine
if others can relate to the story. Then small groups should
share with the class.
Reflection: Encourage students to reflect on the experience
and share with the class.
2. What Do We Do If . . . ?” Group Exercise. This is a 30minute group activity that asks students to develop a
rudimentary contingency plan for the college in case of an
extended power outage. The objective of the exercise is to
help students understand the importance of a plan tied to a
clear objective, which in this case is maintaining the
academic process. It will also become quickly clear how
much detail and planning goes into these types of efforts.
Larger groups of five or six will work for this exercise.
PROBLEM or PROJECT BASED LEARNING
Step 4: Brainstorm Solutions
Continue PBL Project to include concepts from this
weeks reading . In a 2-3 page essay explain:
What are the implications for people who work in the book
publishing industry?
What are the implications for people who work in the
library industries?
How will this impact individual readers?
Submit your paper in the drop box in APA format and
include at least three sources.
home
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resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 4A
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 4B
Learning Objectives
By the end of the week the learner should be able to:
1. Outline how the conversion process transforms raw materials, labor, and other resources into finished products or services.
2. Describe how research and development lead to new products and services.
3. Discuss the components involved in planning the production process
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
Based on what you have discovered about your
learning style from Chapter 7 from the Davis textbook
and completing the questionnaire at vark-learn.com,
discuss how you can use your learning style to your
advantage. Please also consider how you can avoid
pitfalls of your learning style.
Written Assignment (due before “A” week)
Complete the assignment outlined on page 63 of the Davis
textbook submit via drop box by session 4A
Post your question by mid week so other students
may have a chance to respond. Reply to two other
students posted discussion questions.
Multimedia (suggested materials)
Reading Assignment (due before “A” week)
Reading: Foundations of Business Chap. 8 & 11, pp.210-233
& pp. 303-324
The Adult Learner’s Companion Chap.6 pp. 63
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 4B
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 5A
Learning Objectives
By the end of the week the learner should be able to:
1. Discuss management’s information requirements.
2. Outline the five functions of an information system.
3. Describe how the Internet helps in decision making, communications, sales, and recruiting and training
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
1. Review the publishers website coursemate.cengage.com
or Instructors Resource CD to view the videos that will help
students with each chapter reading. Please answer the
questions on the Video Case: E*Trade Provides Information
to Its e-Business Customers page 328 of the Pride textbook.
2. Go to: owl.purdue.edu and search key words evaluating
sources. Review information available and summarize the
key points learned in 200-250 words. Based on what you
learned about evaluating sources, list 3 sources that you
would be comfortable using in a research paper and 3
sources you would not feel comfortable using. Prepare to
share your response in class
Preparation: Before class review the Chapter Summaries at
the end of each chapter. Encourage your students to do the
same.
Engagement: In small groups, students brainstorm about
personal experiences which connect to or illustrate the
Chapter Summaries. After brief discussions, groups should
settle on one “story” or anecdote. Groups should determine
if others can relate to the story. Then small groups should
share with the class.
Reflection: Encourage students to reflect on the experience
and share with the class.
PROBLEM or PROJECT BASED LEARNING
Step 5: Develop an Action Plan
In Class Assignment (suggested activity)
Step 6: Make a Proposal
Reading: Foundations of Business Chap. 14 pp. 406432
Step 7: Present and Review
Do you support building a virtual library? Support your answer.
In Class Activity
Read and Complete #2, Building team Skills pg. 437 in
Pride Textbook and Develop Teams.
In small groups read the assigned Building Team Skills
Case from this week’s reading. Assign each group one of
the Discussion Case Questions. Have groups discuss
these and answer the question to the best of their ability.
Groups can either submit their answer to the drop box or
can informally present to the class (teacher’s discretion).
Conclusion & Final Recommendations
Remember to cite your sources and create a 20 minute oral
presentation and PowerPoint slide show. Your final PBL
analysis should be a minimum of 10 pages in length and
reference at least five sources. Additionally, it should include a
cover page, table of contents and separate reference page.
Submit your final project in the drop box in APA format
Due Session 5B
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 5A
Business Principles and Skills for Academic Success, MGT 110
Faculty Evening Session 5B
Learning Objectives
By the end of the week the learner should be able to:
1. Build skills for career and team success.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
Of all the concepts that you learned throughout the
course, which 5 concepts do you feel will be most
useful to you in future courses? Why do you feel each
concept was useful? Post your question by mid week
so other students may have a chance to respond.
Reply to two other students posted discussion
questions.
Team Written Assignment
Conclusion & Final Recommendations
Your final PBL analysis should be a minimum of 10 pages in
length and reference at least five sources. Additionally, it
should include a cover page, table of contents and separate
reference page.
Submit your final project in the drop box in APA format
Due Session 5B
Reading Assignment (due before “A” week)
Reading: Foundations of Business, Chapter 15 pg. 439-462
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 5B