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Syllabus Information
Texts and Textbook Ordering
Textbooks are purchased from:
USF Bookstore (415) 422-6493 / 6494
or 1-(800) 423-4118 or online @ http://www.sanfran.bkstr.com
(efollett.com©)
PLEASE NOTE: To order online from
the Bookstore, you will need to know your:
- Department (always 0503),
- Course number (written under
the course title in the Student Handbook), and
- Section number (the first two
digits of your cohort number, e.g., 21 for H2105)
The texts for each course introduce
you to the broad body of knowledge – the theory, research and application
– of OBL. The references in these textbooks lead you to the many academic
and trade journals that publish the research and theory in the field. You
would
do well to familiarize yourself with the range of publications available, as
well as to see what thinking or research is current in the field. You will
find
these bibliographies and journals (a partial bibliography and a list of some
journals is also included on the OBL Resources page) invaluable if you decide
to study a topic more deeply. We will introduce you to the techniques for doing
a literature search using the online catalogue and databases at Gleeson
Library (www.usfca.edu/library).
e-Reserves
Assigned e-Reserves readings can
be located at http://www.usfca.edu/library.
Scroll down to the bottom of the
page to “Course Reserves.” Enter your instructor’s name or
the course number (e.g., OB 335) and then click on “Search.”
Harvard Business School Readings
Assigned Harvard Business School
readings must be purchased through the USF Bookstore.
Blackboard and e-mail
Students are self-enrolled into their
respective cohort’s Blackboard site (http://blackboard.usfca.edu).
For problems with login contact ITS
Help at 415-455-6668 or itshelp@usfca.edu.
For other problems with Blackboard email blackboard@usfca.edu.
Your instructor will be using your
USF e-mail address. If you are not using USF as your primary email, please forward
your email messages to your primary account. You do this by clicking on the
email tab on the USFConnect homepage, next click on the OPTIONS tab and then
the SETTINGS box on the left panel. A box entitled MAIL FORWARDING will appear
where you place the email address that you want the messages forwarded to. This
will ensure that you receive your emails Should your e-mail address change,
it is your responsibility to change how you forward your USF mail.
Learning Disabilities
Pursuant to the Americans with Disabilities
Act and Section 504 the Rehabilitation Act, students with disabilities who will
need reasonable accommodations for this course should contact Disability Related
Services (415) 422-2613 (v/tdd) within the first two weeks of this course. Students
with Learning Disabilities may contact Learning Disability Services (415) 422-6876.
Plagiarism Statement
What is Plagiarism? Whenever you
quote from, make reference to, or use ideas attributable to others in your writing,
you must identify these sources in citations or bibliography, or both. If you
do not, whether deliberately or accidentally, you have committed plagiarism.
Plagiarism, defined as the act of stealing or using as one’s own the ideas
of another, is not permitted in college or university work or in any published
writing. “Plagiarism may take the form of repeating another’s sentences
as your own, adopting a particular apt phrase as your own, paraphrasing someone
else’s argument as though it were your own.” (Modern Language Association
Handbook, New York: MLA, 1977, P.4). The sanctions for plagiarism range from
reprimands and counseling to expulsion from the University. The appropriate
sanction is determined by the University Committee on Academic Dishonesty. The
University faculty may use internet-based services to identify those portions
of student written assignments that might not meet the full standards of academic
integrity as defined in this statement.
Please note: the University
uses “Turnitin” to identify the plagiarized portions of a student’s
written work. Please contact Michael McCaffrey at 415-422-6378 if you need information
on how to use the software.
APA Format
http://cps.usfca.edu/academics/obl/apa.html
Attendance Policy
The College of Professional Studies
attendance policy is designed to ensure the quality of your learning process.
It is in your best interest academically and financially to be aware of the
policy.
As we all know, learning in a college
program occurs in a variety of settings. In the cohort model at CPS, learning
within the classroom is a very important component of the students' education.
Therefore, much of the learning in CPS courses stems from group interaction.
Our students learn from each other through the sharing of ideas and experience.
Absenteeism weakens this crucial component of the CPS learning environment.
Attendance at each class meeting is expected. If you know in advance that you
will be absent from a class, it is your responsibility to notify the instructor
prior to the class, to get the homework to the instructor, and to review the
learning objectives for the missed class. The student, not the instructor, is
responsible for a missed class. If you are absent from more than one class in
a course, you will be subject to administrative withdrawal from the course.
You are also expected to be on time for all classes. Tardiness or failure to
attend a full session may be penalized. Again, the emphasis at CPS is on ensuring
the quality of your learning process in a cohort structure. Your participation
is essential.
Class Participation
Both in-class and online discussions
will ask you to apply, integrate and synthesis course material as well as to
develop, compare and contrast, and present your own or small group solutions
or ideas to case problems. We ask you to value the ideas of others even if you
disagree with them. Remember that disagreement is vital to learning. It should
be the feeling of each class member that his or her contribution is appreciated
and valued, even if its content is contested and debated.
In contributing to in-class or online
discussions, trust your own experiences. Draw on them to illustrate points you
wish to make. Most importantly, maintain a flexible attitude; a person who is
open, curious and/or willing to be challenged is the one who continuously learns
and grows.
In-class Discussion
We do expect you to contribute. Sometimes
a class member will give the excuse of shyness for not participating in in-class
discussions, but we consider participation an essential job-relevant organizational
skill to be developed in this program and it will be an important element of
your grade. Equally important is not to dominate or over contribute. A very
positive way to contribute is to help draw out quieter members and allow them
‘air time.’ In-class contribution includes, but is not limited to:
- Providing recapitulations and
summaries.
- Making observations that integrate
concepts and discussions.
- Citing relevant personal examples.
- Asking key questions that lead
to revealing discussions.
- Engaging in devil’s advocacy.
- Disagreeing with the instructor
when the difference of opinion serves as both counterpoint and a way of exploring
all sides of a concept, issue, or practice.
- Working with others to come to
a common understanding of topics – in and out of the classroom.
Online Discussion
Some tips when making entries on
Blackboard:
- Every entry should contribute
to and further the discussion.
- Do not repeat what others have
said. Be sure to read the discussion that has preceded your entry to ensure
new thoughts and insights emerge.
- For more in-depth entries, you
may want to first write out your comments in Word. Plan what you want to say,
reread it, and make sure it contributes to the discussion before posting it.
- Use the skill of inquiry to further
discussion. Asking good questions is a way to foster discussion and encourage
learning.
- Although a nice gesture, even
such comments as "Thank you, I agree, Good point" etc. do not further
the discussion. You need to add something in addition.
- Jokes, profanity, or personal
attacks are not appropriate. All comments are to show respect for the ideas
of others.
- Any side comments or specific
thoughts to another cohort member should be sent (via e-mail) directly to
that individual.
- It is perfectly acceptable, even
encouraged, to cite references in the online discussions.
Case Study Method
Some of the thinking, writing and
online discussion you will be asked to do in this course focuses on actual or
imaginary cases. Case studies challenge you to apply theories, to explain events,
and at the same time test the effectiveness of the theories. When assigned a
case, you will be given guidance on working with the three key features of a
case study: (1) the problem situation, (2) your analysis and evaluation of the
problem situation, and (3) recommended courses of action.
Note that there are no "wrong"
or "right" answers in a case study, only reasonable or unreasonable
ones. Note also that in every case study you are being asked to imagine yourself
as an actor on the organizational stage, not just as an observer. In learning
about organizational behavior from these vantage points, you will change the
way you function in an organization so that your organizational life becomes
more meaningful, more purposeful, and more effective.
Homework and Help
Preparation prior to every class
is essential. Assignments are to be completed and/or turned in when they are
due, as late work will be penalized. Thoughtful participation in online discussions
adds to your own and your classmates' learning. Written work is produced in
a professional manner: it is typed, double-spaced and proofread, so that there
are minimal errors in grammar, punctuation, spelling, and syntax. The length
of written assignments is either written in the syllabus or provided by your
instructor.
While not all assignments will be
graded, they do serve a purpose. This is especially true of inventories you
complete that are intended to help you gain increased self-awareness. Your instructor
may ask you to submit these items for review, so it is important to do all assigned
homework.
Your instructor is available as a resource to you outside of class. This may
take the form of office hours (generally before or after class), phone availability,
or e-mail.
Feedback and Grading
Your instructor will outline his/her
expectations, grading standards, and criteria in the first session. Since the
assignments and activities in each class are tied to specific learning outcomes
(which support session and course goals), grading will always be tied to attainment
of learning outcomes. Students are expected to apply, integrate and synthesize
course material. While it is your instructor’s responsibility to evaluate
your performance and achievement of the learning outcomes, you will have the
opportunity to provide input to your instructor at the end of the course with
your own assessment of your learning.
Agendas
Your instructor will post an agenda
at the start of each class. (S)he may modify assignments in the syllabus based
on the needs of the group, his/her own expertise, and/or availability of outside
resources. While we support this kind of organic approach to the classroom,
changes will never be made at the expense of the stated learning outcomes. There
is no one best way to satisfy the goals and outcomes for each class, so we urge
you to be flexible in this regard.
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