MAN336: Organizational Behavior
Course Syllabus – Fall 2013, Unique ID: 04600
McCombs School of Business
Instructor:
Office:
Email:
Mark Bayer
CBA 5.334P
mark.bayer@phd.mccombs.utexas.edu
Office Hours: TUE 8:00 – 9:00 AM or by appt.
Mailbox:
Mailbox inside CBA 4.202
Class loc/time: UTC 1.144 / T&TH 12:30 – 2:00
Course Overview
People in organizations don’t always behave the way you think they will. As a result, your ability to
understand, explain, and predict human behavior within organizations is a rare and valuable skill
whether you are a new employee, a middle manager, or a top level executive. This course is designed to
expose you to important theories and conceptual models for analyzing, understanding, and managing
human behavior within organizations. In this seminar, we will study a wide range of organizational
situations and examples of human behavior, and connect them to foundational theories and effective
practical management methods. We seek to answer questions such as:
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Why do people behave the way they do when they are in organizations?
Under what circumstances will peoples’ behavior in organizations change?
How do organizations impact the behavior of individuals, formal groups (such as departments),
and informal groups (such as people from different departments who meet regularly for lunch)?
Why do different groups in the same organization develop different behavioral norms?
In other management and business classes, you learn how to manage organizational information, how to
analyze the accounting statements, how to make finance decisions based on quantitative economic
analysis, and how to design and manage projects to a deadline. You learn all these things so that when
you get out of college, you can join an organization and help it to further its mission and purpose. This
course is different. In this course, you learn how to understand and deal with people, because without
people, there is no such thing as “organizing”. Without people, organizations don’t exist.
The knowledge, skills, and abilities you will develop in this course will help you throughout your
working life. Understanding and anticipating human attitudes and behavior in the organizational context
is a useful and powerful capability, whether you are trying to participate effectively in a work group,
make managerial decisions about pay and promotion, or motivate and lead an entire organization.
Course Objectives
This course is designed such that you will learn the following:
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The critical factors that affect individual and interpersonal behavior within organizations,
particularly those that lend insight into managing individuals for high performance.
The potential advantages and lurking dysfunctions of teamwork. You will learn the central
theoretical issues surrounding teams and associated practical management advice.
Organizational practices and policies and their effects on employee engagement and performance.
Skills in critical thinking and the analysis of organizational situations. You will exercise and
develop these skills as we assess organizational problems from different perspectives.
Mark Bayer
MAN 336—Fall 2013
page 2
Materials
Required:
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McShane & Von Glinow. (2012). M: Organizational Behavior, 1st Ed. New York: McGraw
Hill/Irwin. ISBN-13: 978-0078029417. Available @ Univ. Co-op, and online (Amazon, etc.).
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Course Packet: MAN 336 | Bayer | uid #04600. Available @ McCombs Copy Center (3rd Floor).
Course Requirements and Grading
Your grade in the course will be determined as follows:
Class Contributions
Quizzes (2 quizzes @ 5% each)
In-class Exams (2 exams @ 20% each)
Individual Reflection Papers (2 @ 10% each)
Team Project
10%
10%
40%
20%
20%
Grading is based on mastery of course material. Letter grades will be assigned as follows:
A
AB+
B
BC+
C
CD+
D
DF
-
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
0-59
Description of Requirements
Class Contributions (10%)
We will spend a lot of time in discussion. You are responsible for preparing to discuss each reading and
case study. Insights that you generate from the readings and from your own past experiences are an
important contribution to the class; others benefit from your preparation, as you benefit from theirs.
Many students are intimidated by the prospect of contributing to class discussion. This anxiety is
understandable, but the only way to overcome it is to be prepared (i.e., read and reflect) and then
contribute frequently. The more you speak up with valuable contributions, the easier it becomes. If you
familiarize yourself thoroughly with the readings, and spend time critically reflecting on them, you will
succeed when you speak up. Also, keep in mind that airtime during class is a limited and valuable
resource, so please use it effectively. Participation that does not add value (e.g., simply repeating facts
obvious to all, etc.) is treated the same as non-participation.
Mark Bayer
MAN 336—Fall 2013
page 3
Behaviors that contribute toward effective class contribution are illuminated by the following questions:
1)
Is the student in class? Clearly, absent students cannot participate and add value to class
discussions. I track participation using the name cards you make during the first class. Please
consistently display them during class time (as Jerry McGuire said, “Help me, help you.”).
2) Does the student listen to others’ viewpoints?
3) Are the points made by the student relevant to the discussion? Do they incorporate or recognize
the contributions made by other students?
4) Do comments add to understanding of the case study or concept?
5) Do comments indicate some non-trivial depth of analysis?
6) Does the student distinguish between different kinds of data, e.g., facts, opinions, speculative
claims, etc?
7) Is the student willing to share information or analysis?
8) Is the student willing to speculate or test new ideas and possible explanations, or are all
comments “safe”?
9) Is the participant willing to interact with other students and engage in constructive debate?
10) Does the student ask questions? Is there a sense of curiosity?
11) Does the student treat others in a professional manner? Students are expected to behave in this
class with the same level of civility and professional protocol as any other business situation.
In addition to participating as an individual, you will also participate as a member of a group. There are
several in-class group activities we will perform during the semester. In some cases, the output of your
group will be a single decision. Other times, you will need to apply course material in an enacted
exercise (e.g., a negotiation), or in analyzing a hypothetical situation. These group exercises are intended
to assess your ability to work constructively together as a team, manage potential conflict and
disagreement, negotiate, make decisions, and use course content in an applied fashion.
Grading of class participation will be discussed on the first day of class.
Quizzes (2 @ 5% each; total 10%)
Three quizzes will be given during the semester. The quizzes are designed to assess your recall of key
concepts and your skills in drawing inferences and conclusions, given hypothetical organizational
situations. Your lowest quiz score will be dropped. Please see the schedule for quiz dates.
Exams (2 @ 20% each; total 40%)
The two examinations will consist of multiple choice and short answer questions that ask you about
major theoretical concepts and their application to hypothetical situations. The exam material will come
from text readings, class discussions, in-class exercises, and case studies. The first test will assess your
knowledge of all course material covered from the beginning of class through midterm. The second
examination will cover course material from the midterm to the end of the class. You will be allowed to
bring a one page note sheet on which you can write or type anything you want (both sides). Please check
the course schedule for exam dates.
Individual Reflection Papers (2 @ 10% each; total 20%)
The purpose of the reflection papers is to demonstrate your understanding and applications of course
material, and your ability to communicate in writing. You can do this in a critical fashion – for example,
by constructively criticizing course content or the points of discussion we debate during class, in
addition to examination of your own assumptions, inferences, and conclusions. You may react to
Mark Bayer
MAN 336—Fall 2013
page 4
readings or in-class exercises by asking what important insights you took from them. You should also
apply course material to your own experiences and to current news events, as applicable. You should
ideally seek out potential topics for your reflection papers each week.
An adequate paper (outstanding will go beyond) includes one or more of the following:
 A critical reaction to or analysis of a reading from one or more reading assignments. You may
write about more than one.
 Your reaction(s) to class discussion points and in-class exercises. What did you learn about
yourself from discussion or the exercises? About other points of view? What real-world
applications do you see for what you learned? How is the material relevant to you in the near
term? In the long term?
 A description of something you’ve experienced, or of a current event, that relates to the material.
How would you analyze the situation now that you’ve learned new conceptual material?
 If you’ve been a member of an organization (e.g., part-time job, student club, fraternity, sorority,
etc.), a description of or reaction to an attempt by you or others to apply recognizable practices
drawn from course content. What happened? What is your analysis of the situation?
Do not worry if your position on certain course material does not “agree” with my subjective opinion (if
I provide it). I am interested in evidence of critical analysis, learning, and insights you gain, no matter
whether they line up with my own subjective views.
Each reflection paper you submit must be typed, double-spaced, with 1-inch margins and 12-point font.
Papers are limited to 3 pages. You will be penalized for exceeding this limit. Again, the objectives of
the papers are to demonstrate your comprehension of concepts, your ability to analyze situations, your
skills in critically drawing inferences and conclusions, and your written communication skills. Please
see the course schedule for due dates.
Team Project (20%)
Group interactions, processes, and performance are key components of organizational behavior.
Because of this, a large part of the coursework will be done in teams, including in-class exercises and a
team project.
You will join a team of 4 to 6 people responsible for carrying out a project. You will choose your own
team members. The team will choose a topic for their project that is relevant to the study of
organizational behavior. Teams that cannot come up with their own ideas can ask me for help in
choosing a topic. Legitimate projects include a review of an active area of research in OB, a detailed
case analysis, the impact of a current business trend, or a field project with a real organization. Other
projects may be acceptable as well, subject to instructor approval.
If you choose a case analysis or a field project with a real organization, your team’s efforts should focus
on the following questions: (1) What is a central issue or problem that the organization is facing? (2)
What course concepts can be applied to understand why this problem/issue is occurring? And, (3) What
recommendations can you offer to help improve organizational functioning?
Mark Bayer
MAN 336—Fall 2013
page 5
Team Project: Deliverables
1. By September 12th you will self-select into 4-6 person project teams. You will supply me with the
names of your team members before you leave class that day.
2. Your project description is due in class on Thursday September 26th. This 1-page document (1”
margins, single spaced, 12-point font) should include:
 the names of your team members
 your team name
 the type of project your team is proposing (field study, research report, trend analysis, case
analysis, etc.)
 the plan you have for collecting information necessary for the project
 how you plan on dividing up the work among members
 if a field project,
o the approach you will use to gain access to the organization
o a brief description of the problem or issue facing the organization
3. An Executive Summary is due in class on Thursday November 14th. This 1-page document (1”
margins, 12-point type, single-spaced) should include:
 your team name
 a brief summary of your project findings
o if a research review, what overall conclusions have you drawn? What are the implications
for practicing managers?
o if a case analysis, trend study, or field project, what are the main issues and contributing
factors? Do you have recommended solutions?
4. The oral presentations will be in class on November 19th , 21st, and 26th. The order of
presentations will be established by random draw. You should feel free to distribute to the class any
printed material that will assist with the presentation. Each team will provide me with a copy of its
PowerPoint slides or other media used for the presentation.
5. The final written report is due on the day of presentation for each team. You may deliver a hard
copy of your report to me in class, or an e-copy via email. I must receive these before the end of
class that day (not at midnight that night!). The report should contain a maximum of 10 double
spaced pages (1 inch margins, 12 point type). You will be penalized significantly for exceeding this
limit. The limit does not include appendices, which you are free to use to provide charts, figures, or
other background material not necessary in the main body of your analysis. However, appendices
that are not directly referenced in the main text will not be read.
Mark Bayer
MAN 336—Fall 2013
page 6
Team Project: Grading
The components of the team project/presentation grade are as follows:
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Executive summary (5 points)
Final written report (10 points)
Presentation (5 points)
Peer evaluation (provides a weighting factor for computing your individual grade
from the team’s grade)
The executive summary, final report, and presentation will be evaluated according to the
following general criteria:
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Clarity/organization
Content/evidence of critical evaluation
Written/oral communication skills (professionalism)
Your individual grade on the team project/presentation will be calculated based on your team’s
grade, weighted by an evaluation of your contribution by your fellow team members. The
individual peer evaluations will be anonymous and confidential (seen only by the instructor).
You will assess each team member based on criteria like the following1:
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Participation in team events: did the team member participate in most, if not
all of the assigned team assignments?
Fair workload: did the team member take on his/her fair share of the overall
workload?
Quality of work: was the quality of the team member’s work high, adequate,
or inadequate (required re-working by another team member). Evaluate
written work, presentation preparation, and presentation skills.
Team interaction skills: did the team member interact effectively with other
members of the team? Did the member handle conflicts constructively? Did
the member communicate often with other team members?
Note that the ability to lead and contribute to team efforts is critical to your future success in the
workplace. As a team, you all sink or swim together. It is your personal responsibility to manage the
processes and output of your team. The course material may provide you with ideas on how to manage
the process and output; you may also see me for suggestions if you reach an impasse.
General Words about Teamwork and the Team Project
The issue of fairness is a concern that some students have about working in teams and about team
grades. If you work harder and do better work than your peers, why should your grade be dependent on
them? This view is generally a function of coming from educational environments that only ask for and
measure individual performance. Your output for many of the assignments in this school will be a team
product, such as a team case presentation. Team tasks should be given team rewards. This means that
1
Peer assessment criteria may involve more than the listed items
Mark Bayer
MAN 336—Fall 2013
page 7
you not only must make a direct contribution to the development of the in-class presentation, but that
you also have an obligation to make your team work effectively.
An infrequent problem associated with group projects is a team member who does not do his/her share
of the job. You are urged not to let problems develop to the point where they become serious. Beware of
excuses like: “I am too busy with urgent work - health - social - problems right now but I’ll make it up
later.” It is surprising how many people who have one problem have a series of other problems. Be
reasonable, but don’t be a doormat. Everyone in this class is expected to carry an equal share of the
teamwork load.
I will not supervise the process any more closely than would most managers in similar circumstances
(and I have been a real manager in many circumstances just like this one). Rather, you are expected to
get the work done and to manage each other. You are on your honor that you will do your fair share.
Teams often ignore problems wishing that they would go away. Often they don’t; they only get worse.
Try to solve the problem among yourselves. If you can’t, bring it to me. If I am convinced that someone
has not carried his/her fair share - for any reason - I will reduce that person’s grade as low as to 0 if I
believe it is warranted.
Leadership & Ethics. In this course, leadership and ethics are covered through chapters in the textbook,
additional readings, and cases. The material is reflected on all exams and in assignments.
How I teach
Given the course objectives, it is important that you understand organizational behavior beyond just the
knowledge of facts. It is also crucial that you develop skills in critical thinking and analysis, synthesis of
conceptual matter, and application. Listening to me talk for an hour at a time is probably not the best
way to achieve these goals. As a result, the format of this course is designed intentionally for discussion,
with much time devoted to in-class exercises, case study analyses, and active conceptual debate.
Since your organizational experience may be limited, I will try to create in-class activities that help you
apply the theories you are learning to the real world. By using the theories and concepts in a simulated
organizational situation, you will start to understand the challenges that employees, managers, and
decision makers face in real organizations. Case studies are one element of this approach. I will do my
best to supplement our discussion topics and case studies with exercises and thought experiments that
are relevant to your world, including some topics that you already deal with, as well as some that you
will encounter when you graduate and get a job.
Here are some terms, suggestions, and ideas that will help you to get ready for the class:
Theory. Organizational behavior is an interdisciplinary subject with a rich and growing body of
research. New theoretical explanations for organizational behavior sprout continuously. However,
theory is not truth, particularly in management and the social sciences. Theory is somebody’s best
guess at explaining how, why, or when phenomena occur. Even though theory is not truth, published
theory is vetted through a stringent review process by well-qualified scholars, so it deserves serious
consideration. We will study many theories of behavior in organizations, but don’t be intimidated by the
term “theory”. It’s okay to question others’ explanations if you have good reason to. Theory does not
advance or improve unless it is questioned, tested, and refined.
Mark Bayer
MAN 336—Fall 2013
page 8
Practice. Ultimately, organizational behavior theory is useless if it can’t be applied in a real organization
at some point in time. In order to make theory practical, you must be willing to engage it and use it to
help explain and predict your own experiences and the things you observe in the real world (e.g., things
you read in the news, etc.). The discussion, in-class exercises, and learning journal assignments in the
course are intended to provide opportunities to apply organizational behavioral theory to your past, to
your present world, and to simulated representations of your future.
Critical Thinking. Critical thinking involves examining theory in terms of its logic, its rationality, and its
usefulness. Always ask why. As a critical thinker, you need to actively question models and concepts for
their veracity and for their alignment with your own experience and intuition. Some theories will stand
up very well to this analysis, and some may not.
Study tips
Read critically. Again, as you read conceptual material for this course, don’t just accept it. Keep an open
mind and challenge it. Question it. If it doesn’t make sense to you, or if you have counterexamples from
your own experience, bring your criticisms and stories to class so we can all learn from your
perspective. But be ready to have your own ideas and explanations questioned as well.
Reflect and look for the big ideas. Every time we complete a class, reflect on the readings for that
session and the discussion points and activities we engaged in. What are the big conceptual points?
What takeaways do you have? This should stimulate thoughts for a reflection paper…
Come to the exam reviews. We will review for each exam during the class that immediately precedes the
test session (see schedule). These reviews are valuable and will help you prepare effectively.
McCombs Classroom Professionalism Policy
The highest professional standards are expected of all members of the McCombs community. The
collective class reputation and the value of the McCombs experience hinges on this. Faculty are
expected to be professional and prepared to deliver value for each and every class session. Students are
expected to be professional in all respects.
The McCombs classroom experience is enhanced when:
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Students arrive on time. On time arrival ensures that classes are able to start and finish at the
scheduled time. On time arrival shows respect for both fellow students and faculty and it enhances
learning by reducing avoidable distractions.
Students display their name cards. This permits fellow students and faculty to learn names,
enhancing opportunities for community building and evaluation of in-class contributions.
Students minimize unscheduled personal breaks. The learning environment improves when
disruptions are limited.
Students are fully prepared for each class. Much of the learning in the business program takes
place during classroom discussions. When students are not prepared they cannot contribute to the
overall learning process. This affects not only the individual, but their peers who count on them, as
well.
Students attend the class section to which they are registered. Learning is enhanced when class
sizes are optimized. Limits are set to ensure a quality experience. When section hopping takes place
some classes become too large and it becomes difficult to contribute. When they are too small, the
breadth of experience and opinion suffers.
Students respect the views and opinions of their colleagues. Disagreement and discussion are
encouraged. Intolerance for the views of others is unacceptable.
Mark Bayer
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MAN 336—Fall 2013
page 9
Laptops are closed and put away. When students are surfing the web, responding to e-mail, instant
messaging each other, and otherwise not devoting their full attention to the topic at hand they are
doing themselves and their peers a major disservice. Those around them face additional distraction.
Fellow students cannot benefit from the insights of the students who are not engaged. Faculty office
hours are spent going over class material with students who chose not to pay attention, rather than
truly adding value by helping students who want a better understanding of the material or want to
explore the issues in more depth. Students with real needs may not be able to obtain adequate help if
faculty time is spent repeating what was said in class. There are often cases where learning is
enhanced by the use of laptops in class. Faculty will let you know when it is appropriate to use them.
In such cases, professional behavior is exhibited when misuse does not take place.
Phones and wireless devices are turned off. We’ve all heard the annoying ringing in the middle of
a meeting. Not only is it not professional, it cuts off the flow of discussion when the search for the
offender begins. When a true need to communicate with someone outside of class exists (e.g., for
some medical need) please inform the professor prior to class.
Late Policy. Late assignments will not be accepted unless you make arrangements with me in
advance of the due date.
Missed Classes. If you miss class, you are responsible for obtaining any notes, handouts, additional
reading materials, or assignment changes from your classmates or from the website.
Academic Honesty
Academic honor, trust and integrity are fundamental to The University of Texas at Austin McCombs
School of Business community. They contribute directly to the quality of your education and reach far
beyond the campus to your overall standing within the business community. The University of Texas at
Austin McCombs School of Business Honor System promotes academic honor, trust and integrity
throughout the School of Business. I have no tolerance for acts of academic dishonesty. Such acts
damage the reputation of the school and the degree and demean the honest efforts of the majority of
students. The minimum penalty for an act of academic dishonesty will be a zero for that assignment or
exam. The responsibilities for both students and faculty with regard to the Honor System are described
http://mba.mccombs.utexas.edu/students/academics/honor/index.asp As the instructor for this course, I
agree to observe all the faculty responsibilities described therein. By signing up for this course, you
agreed to observe all of the student responsibilities of the Honor Code. If the application of the Honor
System to this class and its assignments is unclear in any way, it is your responsibility to ask me for
clarification. Students who violate University rules on scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and/or dismissal from the University. Since
dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic
dishonesty will be strictly enforced. You should refer to the Student Judicial Services website at
http://www.utexas.edu/depts/dos/ or the General Information Catalog to access the official University
policies and procedures on scholastic dishonesty as well as further elaboration on what constitutes
scholastic dishonesty.
Mark Bayer
MAN 336—Fall 2013
page 10
Students with Disabilities
Upon request, the University of Texas at Austin provides appropriate academic accommodations for
qualified students with disabilities. Services for Students with Disabilities (SSD) is housed in the Office
of the Dean of Students, located on the fourth floor of the Student Services Building. Please do not
hesitate to contact SSD at (512) 471-6259, (471-4641 TTY) VP: (512) 232-2937 or via e-mail if you
have any questions. Information on how to register, downloadable forms, including guidelines for
documentation, accommodation request letters, and releases of information are available online at:
http://deanofstudents.utexas.edu/ssd/index.php
Class Web Sites and Student Privacy
Web-based, password-protected class sites are available for all accredited courses taught at The
University. Syllabi, handouts, assignments and other resources are types of information that may be
available within these sites. Site activities could include exchanging e-mail, engaging in class
discussions and chats, and exchanging files. In addition, class e-mail rosters will be a component of the
sites. Students who do not want their names included in these electronic class rosters must restrict their
directory information in the Office of the Registrar, Main Building, Room 1. For information on
restricting directory information see:
http://www.utexas.edu/student/registrar/catalogs/gi00-01/app/app09.html
Religious Holy Days
UT Austin policy states that students must notify instructors of pending absences at least fourteen days
prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work
assignment, or a project in order to observe a religious holy day, you will be given an opportunity to
complete the missed work within a reasonable time after the absence, as long as you abide by the
notification policy.
COURSE SCHEDULE **subject to change
OB = M: Organizational Behavior (textbook)
CP = Course Packet
Date
Topic
Reading
Due
Week 1
8/29
What is OB?
OB: Chapter 1 (skim)
Individual Behavior: Personality & Values
OB: Chapters 2: pp. 24-44
Week 2
9/03
CP: “Guidelines for case analysis”, pp. 1-2
9/05
Individual Perception and Learning
Complete the personality
questionnaire (link on Blackboard)
OB: Chapter 3
CP: Wolfgang Keller, pp. 6-23
Week 3
9/10
Motivation and Rewards
OB: Chapter 5
CP: Lincoln Electric, pp. 24-53
9/12
Motivation and Rewards
OB: Chapter 3: pp. 63-67
Team Project: List of members due
CP2: On the Folly of Rewarding “A” while hoping for “B”
Week 4
9/17
Motivation and Rewards
CP: How to Kill Creativity, pp. 54-65
CP: Six Dangerous Myths about Pay, pp. 67-81
9/19
Decision Making & Ethics
OB: Chapter 6
Decision Making & Ethics
CP: Values in Tension: Ethics Away From Home, pp. 83-94
Week 5
9/24
QUIZ 1
CP: The Case of the MBA Hackers, pp. 3-5
9/26
Ethics & Conflict
OB: Chapter 2, pp. 45-47
Vanatin Case (distributed in class)
Date
Topic
Reading
Team Project: Project description
due
Due
Mark Bayer
MAN 336—Fall 2013
page 12
Week 6
10/01
Ethics & Conflict
OB: Chapter 10
CP: How Management Teams Can Have a Good Fight, pp.
95-104
10/03
Negotiations
Negotiation Roles (distributed in class)
REFLECTION PAPER 1 DUE BY
11:59 PM
Week 7
10/08
Topic Overflow day + Exam #1 REVIEW
Bring questions!
10/10
Examination #1
Examination #1
Week 8
10/15
Managing Teams
10/17
Managing Teams & Midpoint Eval.
Murder Mystery Roles (distributed in class)
Week 9
10/22
Team Project Day (no class!)
10/24
Managing Teams
OB: Chapter 7
10/29
Managing Teams (wrapup)
(No reading)
10/31
Power, Persuasion, & Influence
OB: Chapter 9
Week 10
CP: The Necessary Art of Persuasion, pp. 106-119
CP: Harnessing the Science of Persuasion, pp. 140-149
QUIZ 2
Mark Bayer
MAN 336—Fall 2013
Date
page 13
Topic
Reading
Due
Week 11
11/05
Power, Persuasion, & Influence
CP: Managing Xerox’s Multinational Development Center,
pp. 121-139
11/07
Leadership & Organizational Culture
OB: Chapter 11
CP: Leadership That Gets Results, pp. 150-165
Week 12
11/12
Leadership & Organizational Culture
OB: Chapter 13
CP2: How Founders/Leaders Create Organizational
Cultures
11/14
Organizational Culture & Design
CP2: The Smile Factory: Work at Disneyland
QUIZ 3
Team Project Executive Summary
Due
Week 13
11/19
Team Presentations
Team Project Written Report is due
on the day of Team Presentation
11/21
Team Presentations
Team Project Written Report is due
on the day of Team Presentation
11/26
Team Presentations
Team Project Written Report is due
on the day of Team Presentation
11/28
THANKSGIVING (NO CLASS!)
Week 14
Week 15
12/3
Course Wrapup & Examination #2 Review
Bring questions!
12/5
Examination #2
Examination #2
REFLECTION PAPER 2 DUE BY
11:59 PM