Baker College
Curriculum Development
In partnership with Houghton Mifflin’s
TeamUP:Faculty Programs & Training
Curriculum Design
♦  Online
♦  Onground
♦  Hybrid or Blended
Baker Online
♦  Curriculum designed to Baker SLO’s and
utilizing course design document
♦  Written individually for each course by
Subject Matter Expert – not a redesign
♦  Working with Baker Instructional Designer
and Dean on design, review, revision
Student Learning Outcome
8. Describe and give
examples of special
interests groups.
9. Distinguish between the
functions of the House of
Representatives and the
Senate, along with length of
terms and the basic
qualifications for these
office holders.
(Abbreviated version)
Seminar Week Three: Special Interest Groups and The Congress
Instructional
Assignments
Assessments
Strategies
Readings: Text
Role of Interest
Assigned
Chapters 7 & 8 and
Groups in Health
Readings
Primary Sources
Care
(links)
Assignment:
Problem based
Written
learning
Role of Interest
Evaluation
Groups
Simulation/Role
Assignment:
What Would You
playing
Watch and
Do?
evaluate the Health
Assignment:
Self reflection
Care ad
Written
Response and
Discussion for deeper
What Would You
Conclusions
understanding
Do? Assignment:
Read and take
Discussion Post/
Self reflection
notes on Primary
Response:
Source on
ANWR and
Cooperative Learning
Impeachment
Interest Groups
Battles
ANWR and Interest
Group Battles:
Discussion Post/
Watch AP
Response:
Summary Clip (via
Should Senators
link) and read
Be Chosen or
summary to
Elected?
prepare for
discussion post/
response
Should Senators
be Chosen or
Elected? Read
Federalist Paper
no. 62 (via link) to
Media
PowerPoint
Chapter Seven
(file)
Chapter 7 Audio
summaries
http://
college.hmco.co
m/polisci/
Health Care ad
http://
college.hmco.co
m/polisci/
Read the AP
summary on
ANWR at:
http://
college.hmco.co
m/assocpress
Primary Source
on Impeachment
of President
Nixon 1974
http://
college.hmco.co
m/polisci/
eduspace/
sources/
executive_branc
h/
hmps_house_ju
diciary.html
Baker onground courses
♦  Designed to Baker specifications
♦  Written by subject matter experts
♦  Utilize various instructional methods to
accommodate learning styles and enhance
retention of content
♦  Unique course designed individually for
Baker
MGMT 211 Sample Lesson Plan
(abbreviated version)
Week 1: Class Session 1 (100 minutes)
SLOs
addressed
SLO 1 Explore the roles of manager and their ongoing personal and professional development
processes.
SLO 2. Analyze the essential components such as workforce diversity, technology, the global economy,
ethical behavior, corporate social responsibility for successful management in today’s workforce.
Materials
Needed
·
·
·
·
•
Student Achievement Series: Principles of Management by Ricky Griffin, 2007
ISBN-13: 978-0-618-73078-0
Video Clip DVD/DVD player and projector
Computer and PowerPoint presentation
Nametags and markers
Classroom
Activity 4:
International
Environment
(20 minutes)
Students take the International Culture Quiz on textbook pages 50 and 51 to test their knowledge
of local customs overseas. Place students in teams of 4. They will each conduct research out of class
and come back to the next class session prepared to present information.
Each team chooses 1 country from the list below. Assure that each team chooses a different
country.
China India Indonesia Brazil Pakistan Bangladesh Russia Nigeria Japan
Determine which team member will complete which aspect of the research below. They are to
come to the next class session with their information and collate it in class. They will then present their
findings to the class.
Research must include the following:
a. What is the population?
b. What is the average life span of individuals in that country?
c. What is their biggest export?
d. What is their biggest import?
e. What is the gross domestic product per capita in that country?
f. Identify 1 company or industry that may wish to increase their exports to that country.
Provide them with the following sources: U.S. Census Bureau ,
http://www.census.gov/prod/2002pubs/c2kb01-11.pdf for population trends and estimates,
www.census.gov/foreign-trade/aip/index.html#profile for import /export data and the World Factbook,
published by the Central Intelligence Agency, located at
Classroom
Activity 5: Video
Case –
Management at
Southwest
Airlines
(20 minutes)
Show the Southwest video case (DVD) and read the case study on pages 25 and
26. If equipment is not available, just have students read the study.

As a large class group discuss the following:

Judging on the basis of information in the case, describe the managerial
skills that Southwest managers such as Colleen Barrett and Jim Parker use in their
jobs at Southwest.
Discuss the internal work environment at Southwest.
Out-of-Class
Activities
Instructor Tips
(abbreviated version)
• Read text chapters 1-2
• Do their part of teamwork and be ready to discuss with their team and ultimately
present to the class at the next session.
• Complete the Johari Window Experiential Exercise on page 24 in your text.
Bring the results to class and be prepared to discuss.
• Review valuable resources at the Online Teaching Center
•
http://college.hmco.com/business/griffin/sas_principles/1e/instructor_home.ht
Refer students to ace practice tests and other review materials at the Online Study
Center:
http://college.hmco.com/business/griffin/sas_principles/1e/
student_home.htm
• For International Culture Quiz, team project, divide students into teams using
closest birthdays, similar number of siblings and other similarities. Do not
allow students to choose their own teams. This is an opportunity for students
to get to know one another.
• Additional tips will include resources and strategies relevant to this class
session.