(Writing on Business and Society)
Fall 2016 Monday, August 29 – Friday December 9
This is an online course taught through the Online Credit program. It is a “Term Based” course meaning that there are selected due dates and an expectation of interaction with the instructor and fellow students. This is not a Self-Paced course.
Name: Allison Carr Waechter
Email Address: email@example.com
Office Hours: No on campus office hours. By appointment, via Skype only.
Welcome to 3040 and Beyond! You should think of this syllabus as the course manual.
This syllabus is divided into four sections that will help you understand the general aspects of the course. Material in our course WordPress and D2l will give you the very specific information needed to complete course assignments. The syllabus should not be used as a guide for completion of course assignments, but as an overview of expectations.
Part 1: Course Description and Goals: This section of the syllabus describes both the goals of the course for student learning, as well as how the course fits into program and university standards as a guaranteed transfer course.
Part 2: Course Policies and Execution: This section provides information directed at this course’s students regarding assignments they’ll need to complete for the course, as well as important course policies regarding completion of assignments and university resources.
Part 3: Course Schedule: This schedule lays out course activities, readings and deadlines and is the guide for how this course will “work” from day to day.
Part 4: University Policies: This section provides information on university standards and policies for accommodations for students with disabilities, religious observances, discrimination and harassment, classroom behavior and the honor code.
Part 1: Course Description and Goals
Course prerequisite: Most students take WRTG 1150, 1100, or 1250 before taking this course. This course assumes that you have done so and that you are informed about basic principles of rhetoric, rhetorical analysis and academic argumentation and research. Note: If you transferred from another university and have not taken one of CU’s introductory writing courses, you should speak to me about what I expect that you will already know for this course. You are responsible for acquiring this knowledge if you do not already have it.
Course medium: This is an online course offered through the Online Credit program housed within the Division of Continuing Education. This is a “term-based” course meaning that it operates in the same way as an on-campus course in terms of due dates, weekly assignments and workload. This is not a self-paced course.
Course description and purpose: In this course, students will learn the basics of modern and traditional professional writing, as well as examining and analyzing business issues across fields. This course places a great deal of emphasis on understanding and mastering rhetorical strategies in real-life professional writing scenarios.
This course has three main goals:
- “Communicate” To give students a chance to master a professional writing “voice.” Students will be asked to own their words and to think about them in terms of representation, rather than simply expression. This takes into consideration the students’ experience with basic academic writing skills and pushes them to think of things like style, tone and voice as a part of their personal branding strategy.
- “Strategize” To prepare students for the compositional aspects of a modern job market. Students will come away from the course with a well-considered personal branding strategy and a polished application portfolio that will support their vision of themselves as new graduates and novice professionals.
- “Professionalize” To further students’ understanding of academic research and translating those skills into ones they can use post-graduation to set themselves apart from their peers. Students will consider common issues across industries like perceptions of millennial workers and corporate social responsibility to hone their skills in making complex research and ideas understandable for a variety of audiences.
These goals are at the heart of each of the course’s assignments and the framework of the course structure. Every assignment is carefully scaffolded in order to build understanding of these issues and deepen students’ knowledge and skill base in terms of these three goals.
University and Program Standards
Colorado Commission on Higher Education:
This course is designed to meet criteria established by the Colorado Commission on Higher Education for all “Communication General Education ‘Guaranteed Transfer Courses’” as offered at four-year colleges and universities throughout the state. These courses are designed to “teach writing in a specific discipline” by requiring students to:
- “extend rhetorical knowledge”
- “extend experience in writing processes”
- “extend mastery of writing conventions”
- “demonstrate comprehension of content knowledge at the advanced level”
One of the primary rhetorical situations that this course will focus on examining is that of the reader-centered writing that requires the writer to have a firm understanding of the rhetorical situation that each document “lives” within. Students will be asked to address their reader’s needs through design, visual rhetoric and writing style. These rhetorical principles are supported in tutorials on visual rhetoric and design (developed by graphic designer, Dave Underwood and Lynda resources) and readings from a variety of professional texts, both academic and popular. Our focus will be to make students comfortable negotiating the many complex, genre-specific writing situations that professional writing requires. Feedback will be based on rubrics that emphasize the complexity of analysis in content production, quality of design and style and the consideration of multiple audiences.
Students in this course will engage in a writing process that mimics workplace writing. A strict adherence to deadlines will be imperative to the writing process, as well as instilling a sense of accountability while engaging in feedback processes. Students will learn to navigate the many roles that a workplace writer must take on in order to communicate effectively. Assignments are scaffolded so that students will use an “inside out” approach to first produce documents for personal use and then apply the professional style that they develop to larger, content driven group projects. Students will use collaborative technology to edit and incorporate feedback.
This course will introduce students to conventions of professional communication and how they differ from those they are most familiar with in academia. Students will utilize a writing process that considers the reader’s needs from the outset of the project. In learning to do so, students will learn to adjust their communication to consider the ways elements of style regarding clarity, concision, tone and usability/design all affect particular audiences. Assignments will demand that students write for a range of audiences, both public and private. This course will also examine the ways that digital identities affect professional communication and identities.
Critical Thinking/Advanced Content Knowledge:
Students will write specialized documents for the Organizational Branding Unit that will require them to read, evaluate and then synthesize trade research. In the Conference Call project students will synthesize a variety of academic, lay and popular sources to discuss their ongoing research. Using presentation technology, students will create a digital narrative that will demonstrate their ability to write and present for a specific audience with complex expectations.
Successful completion of this course requires of the student:
- fluency in writing.
- knowledge of rhetoric.
- proficiency in reading.
- strategies of research.
- standard English usage.
- proper syntax and punctuation.
These goals express the PWR’s commitment to preparing students for the writing they will perform post-graduation. They also fulfill the course criteria given to all state institutions by the Colorado Commission on Higher Education, which governs the policies for college education in Colorado. It fulfills the course criteria defined by the CCHE with an aim to: “extend rhetorical knowledge,” “extend experience in writing processes,” “extend mastery of writing conventions,” “demonstrate comprehension of content knowledge at the advanced level through effective communication strategies.”
Part 2: Course Policies and Execution
Required Texts and Technologies
There is no required “book” in this class for you to buy. Instead, I have curated a variety of digital resources to aid you in the completion of your assignments. All reading and videos are required.
- Course WordPress
- CU Access to Google Drive
- CU Access to Lynda
- Skype (for individual conferencing)
Because this is an online course, slightly different technological requirements are important than in on campus courses. You are required to have:
- Access to a computer with microphone and video capability so that we can communicate via Skype or Google Hangouts. If your personal computer does not allow you to use these functions, many on campus computers will allow you to do so. Click here to find a computer that will best serve your needs.
- Access to the internet.
- Access to cloud storage using your school account via Google Drive or Office 365 You should keep all class work saved and updated in one or the other.
Please note: No leeway will be given for “computer issues” or “internet issues” in this course. Technologies like Google Drive and Office 365 both make it possible for you to save and update work in cloud storage you can access from any computer. It is your responsibility to use these technologies to save your work so that if your computer spontaneously explodes you are not behind. You should have a plan for where you will work if the internet at your house does not work.
Using Desire to Learn and Other Technologies
Because this is an online class, it is important that you understand how we will use D2L in this course and what you are responsible for keeping up with. You are expected to understand how to use the features of D2L to complete assignments. Here is how we will use the following important features:
- News: D2L News is located on our course’s home page. This is where I will update you about due dates, answer frequently asked questions, etc. I avoid using email for whole class announcements, so it is your responsibility to check into D2L early and often to make sure you’re up to date with course happenings.
- Content: All course assignments, rubrics, readings and resources are located in the “Content” section of D2L. Be sure that you are familiar with the material available to you before beginning any assignment.
- Dropbox: This is where you will turn in assignments for a grade. You will make versions of your final product available in your personal Drive folder for feedback.
- Grades: This is where you will receive your final grades on assignments.
You are required to use your CU Google account for this course. It only takes a few minutes to set up, if you are not already using it and it gives you access to the array of Google Apps features, under your official CU account. You are not permitted to use your personal Google account to access course materials.
- Drive: We will use a class Drive folder for things like sign-up sheets, workshops, and other collaboration.
- Google Calendars: While I will not set up a class calendar for this course, you should. You can set up Google calendars to notify you to complete assignments/tasks in a number of ways, including email and push notifications on your phone/mobile device.
You should plan to spend the same number of hours actively participating online as you would if you attended an on campus course. For example, in a 3 credit course, you should expect 3 hours of online interaction per week. In addition, plan on 2 hours of coursework per semester hour to account for the time it takes to complete reading and writing assignments. This averages to about 9 hours per week. Understand that some weeks will require more work than others, just as in an on campus course. How long work takes in an online class has largely to do with individual’s reading comprehension and facility with writing assignments.
Policies on Behavior:
It is easy in online formats to forget that there are real folks on the other side of the computer screen. Take the time to be extra thoughtful in your emails, blog posts and comments on your classmates’ work. It’s important that you remember that none of us knows one another “in real life” and that we may not get the chance to. That doesn’t mean we can’t; online communities can be wonderful, but only if the people who populate them are committed to integrity and kindness.
It is my expectation that you will be committed to your own personal integrity and being thoughtful and kind to your classmates and myself. This means taking responsibility for your own actions and your performance in class projects and assignments, as well as showing respect towards the people participating in this course. Please do not compromise your integrity by asking for consideration that has been clearly defined as inappropriate.
Plagiarism is not confined to simply copy and pasting someone else’s work verbatim. You are plagiarizing if you:
- Turn in work for this course that you have turned into another course for a grade
- Take ideas from projects in other courses and replicate them for projects in this course
- Take ideas from friends’ projects in other courses and replicate them in this course
- Take ideas from other people’s websites, books, blog posts, articles, magazines, etc. and replicate them without attribution for projects in this course
- Take images from websites that are not clearly labeled as fair use or public content and use them in projects for this course. NOTE: Attribution does not “cover” you in this case. Taking any art, including infographics, from other sources that are not explicitly labeled for reuse in the public domain is considered plagiarism in this course, and by law
Bottom line: Use your own ideas and come up with new material for this course. Trying to contort projects from other classes or from a friend’s ideas is always more work for you.
Questions and Support:
It is natural that you will have questions about class material and I have constructed a reliable system for keeping in touch with you. Because this course is online and I cannot answer questions (in most cases) in real time, please avail yourself of all of the support avenues before emailing me. It is likely that you will find your answer more quickly than I can respond to you.
Here are some guidelines and boundaries about asking questions:
- If you have questions about requirements for an assignment, it’s likely the prompt has your answer. If you have not read the prompt carefully enough or haven’t completed the required reading or videos, it’s likely that doing so will answer your question.
- Definitely ask questions regarding clarity. While I try to write assignments as clearly as possible and address as wide an audience as I can, it is impossible for me to address all learning styles in one prompt. If you don’t understand something I’ve said email me for clarification.
- If you have questions about our course technologies, please avail yourself of the many support platforms that I’ve linked. Nearly 99% of the time the professionally made videos and instructions provided there will help you better than I ever could. If you still can’t make it work, talk with me.
- Bottom line: In on campus classes, asking the instructor may be the quickest way to get an answer to your question. In an online class doing the legwork yourself will always be faster. Make sure you’ve checked out all the resources I’ve provided before emailing me.
- Use a respectful tone.
- I typically answer email once a day before 5 PM CT (I live in St. Louis, you do the math).
- I do not answer email on Saturdays and Sundays.
- Periodically I travel to somewhat remote locales during the semester. If I am traveling somewhere where the internet is scarce, I will let you know beforehand that my communication may be limited to once a day.
- Format your emails so they’re fast and easy to read:
- Keep emails concise and state what you need up front.
- Use paragraphs. Don’t write 10 sentences in a row without a break.
- Use bullet points or numbered lists. Especially if you have multiple questions!
- Skype is how we will have conferences, please make an account or use your CU access to Office 365
- If you would like to discuss individual work or your grade, we must do this privately. Please email me to make an appointment to conference via Skype
- We will use Skype for the Conference Call assignment, please make sure you are familiar with its features at that time
- If you need help using Skype click here for support
CU has paid for you to have access to Lynda, which is one of the best online libraries for professional tutorials that range from public speaking to coding. We will be using some Lynda lectures to support learning in this class. You can access Lynda using your Identikey information. I encourage you (strongly) to use Lynda to boost your professional development outside this course.
This course has a Lynda playlist that includes both required videos and supplementary videos that will help in both practical and course-related situations.
A cool feature of Lynda is that it has developed a program called “Learning Paths” and because it is a LinkedIn company, if you complete a “Learning Path” course progression, you will achieve a “certificate” that you can add to your LinkedIn profile. Because we are always looking for quantifiable evidence of skill sets, this is a huge asset for you as a professional.
Note: A membership to Lynda would cost you 240 dollars a year. Take advantage of this asset while it is free for you.
Policies on Work:
Grading and Feedback
All grades in this course will be given using a grading rubric. You have access to the rubric in each project’s prompt so that you may see what standards are to be upheld in each assignment. Though the main tenets of the rubric are the same, each is tailored to the individual project. Feedback is given primarily via the rubric and your calculated grade. If you choose, you may make a Skype conference for more detailed feedback and a conference is required if you choose to revise an assignment. You may make an appointment for feedback at any time after grades have been given, but specific time is set aside in the course schedule for revising and conferencing.
All assignments will be graded using a grading rubric specific to the assignment itself, though core skills will be emphasized throughout the semester to track improvement. Every rubric is available for you to peruse on the assignment prompts (in D2L and WordPress). You should make note of the basic requirements of each prompt at the start of every assignment.
A-/A (90-93/94-100 percent of possible points)
- Excellent content, form and style
- Original, precise, persuasive, clear and free from mechanical errors
- Significant critical analysis and attention to differing points of view
- Fulfillment of all assignment criteria
B-/B/B+ (80-81/82-86/87-89 percent of possible points)
- Very good content, form and style, without major flaws
- Original, with above-average thought and expression
- Fulfillment of all assignment criteria
C-/C/C+ (70-71/72-76/77-79 percent of possible points)
- Adequate or reasonably competent content
- Uneven—mixture of strengths or weaknesses (style, grammar)
- Fulfillment of all assignment criteria
D-/D/D+ (60-61/62-66/67-69 percent of possible points)
- Inadequate to fulfill assignment criteria
- Poor content, form, or style
- Disorganized, illogical, confusing, unfocused, or containing pervasive errors that impair readability
F (Below 60 percent of possible points)
- Incoherent, late, plagiarized, or never handed in
A complete revision is allowed on most, but not all assignments. Any assignment graded pass/fail is not eligible for revision. Any failure to follow the directions or adhere to the assignment’s “Basic Requirements” may result in the assignment’s eligibility for revision to be revoked. This means that if you do not follow the directions of the assignment in terms of length, format, submission format, deadlines, etc. you will not be allowed to revise your work.
You should be aware that significant changes in grades come from significant changes in your work. Simply correcting grammar and punctuation will rarely result in a significantly better grade. A good deal of effort is expected in the revision process.
You may make an appointment for feedback at any time after grades have been given, but specific time is set aside in the course schedule for revising and conferencing. All appointments must be scheduled before revision week conferences begin. If you need an alternative method for further feedback you will need to coordinate that feedback before revision week conferences begin. Any requests made for further feedback after revision week begins cannot be granted. If you are unable to make an appointment with me and do not wish to coordinate an alternative method for feedback, you may make an appointment with the Online Composition Hub and fill out a Workshop Credit Form to fulfill the requirements for revised work.
All revisions must be submitted to the appropriate D2L Dropbox folder labeled for “Revisions.” Any projects submitted to other folders will not be considered for a new grade.
In all our lives sometimes things will keep us from completing work on time or at all. I comply with all university policies that are listed in the “University Policies” section in terms of students with disabilities, religious observance, etc. These items have official university channels and departments that govern them, while the following policies are governed by individual instructors, but whose frameworks are determined by the university.
Bottom line: the university sets the basic terms and language of these rules, but it is up to me how to enforce them. Because most of these definitions are set by the university to apply to on campus students who have less flexibility with time than we do, I adhere to them very stringently. This keeps us all honest and in integrity with the values of this institution.
At CU there are no “excused” absences or acceptable reasons for late work except in the case of the student experiencing scenarios beyond their control such as: the death of a parent, spouse or sibling, recognized natural disaster, military duty or prolonged hospitalization.
All work is due at 11:59 PM on the day it is listed in the schedule under “deadlines.” This course operates on “Boulder time” – so if you are not in Boulder, you will need to do the time conversions yourself. No late work will be accepted. Any work turned in late will be given a zero. Late work is not eligible for revision or completion at a later date for reduced credit.
If you find that at least 48 hours in advance of a project’s due date that you need an extension, you may email me for permission to turn your assignment in late. You will then be granted 48 hours after the assignment’s due date to submit your work. NOTE: Extensions cannot be granted in the last week of class.
Incomplete grades are only awarded to students who are experiencing scenarios beyond their control such as parental, spousal or sibling death, military duty, recognized natural disaster or prolonged hospitalization. To receive an incomplete the student must have successfully completed at least 50% of the work in the course. Note: This does not mean the student is receiving a grade of 50% in the course, it means that they have successfully completed half the work.
*For my purposes, this means that the student will have completed half of the work at a grade level of C or better when they request an incomplete. Incompletes are for students who would pass the course if not for the abovementioned scenarios that are out of their control.
Virtual Classroom (20%)
Because this is an online course, we need to “replace” time for class discussion and lectures. We can easily do this by using our class’ WordPress blog and Lynda to discuss topics pertinent to the course theme.
Blog Posts and Comments (15%)
You will write a series of blog posts and read and discuss your classmates’ work using the comments function of WordPress. This has a few cool perks. One is that you will learn to develop a polished, but approachable writing voice, suitable for public writing. This voice is really important in professional life, because it’s the one you use when you do anything from sending emails to writing copy for company texts. The second is that you will learn to use the basics of WordPress in a controlled environment before going out on your own for the Organizational Branding Unit. And finally, this gives us a chance to discuss “business writing” topics in a relaxed, low pressure way and get to know one another.
Total: 6 blog posts, and a minimum of 25 comments on 3040 and Beyond.
- Blog Post 1: “Introduce Yourself”
- Blog Post 2: “Developing Personal Voice and Authenticity”
- Blog Post 3: “Understanding Audiences”
- Blog Post 4: “Working With User-Centered Design”
- Blog Post 5: “Understanding Graphic Design”
- Blog Post 6: “Reflection” (this post is due in the last week of the semester)
- Comments BP1: 5 total comments (at least 3 on classmates’ blog posts)
- Comments BP2: 5 total comments (at least 3 on classmates’ blog posts)
- Comments BP3: 5 total comments (at least 3 on classmates’ blog posts)
- Comments BP4: 5 total comments (at least 3 on classmates’ blog posts)
- Comments BP5: 5 total comments (at least 3 on classmates’ blog posts)
Lecture Responses (5%)
- Class Prep Action Items
- Comments on Video Lecture 1
- Comments on Video Lecture 2
- Comments on Video Lecture 3
- Lynda Exercises for “Storytelling for Designers” by Stacey Williams-Ng
- Lynda Exercises for“Business Writing Fundamentals” by Judy Steiner-Williams
- Lynda Exercises for“Presentation Fundamentals” by Tatiana Kolovou
Blog Posts 1-5 are eligible for revision. All Basic Requirements must be met to receive a passing grade. Any failure to follow the directions may result in a failing grade.
Comments are graded pass/fail based on adherence to the directions. All comments must be made during the week they are assigned or they will be considered failing. Comments are not eligible for revision, nor can they be “made up” after the fact.
Personal Branding Unit (30%)
Portfolio A: Traditional (10%)*
You will complete a traditional format in one of the templates approved by the Leeds School of Business. No other format will be accepted. If you are a Leeds student, you should pay extra attention to the major specific formats.
LinkedIn Profile (2.5%):
Using the assigned reading and provided checklist, you will fill out (or improve) your LinkedIn Profile.
Cover Letter and Organization Analysis (5%):
You will find a current job opening, using CU resources for an entry level position or internship that you would be qualified to apply for. You will perform a short rhetorical analysis of the job description and company website and then write a tailored cover letter that proves that you are the “best fit” for the company.
*Though these particular writing assignments are meant to have practical use they are still writing assignments and must adhere to the standards set out here to be eligible for a grade.
Portfolio A is only eligible for revision if the Basic Requirements laid out in the assignment prompt have been completely fulfilled. Any failure to follow the directions may void your eligibility to revise.
Portfolio B: Branding (20%)
In Portfolio B, you will think a bit more broadly about personal branding. You will consider how your online persona precedes you in many cases, as well as begin to develop a strategy for how to align your online persona with your in-person presence.
Personal Branding Strategy and Online Audit (5%)
In the PBSOA, you will examine your values in terms of how you wish to represent yourself, both in person and through your online presence. Part essay, part questionnaire, the PBSOA asks you to dive deep into who you are as a person who may be viewed as a brand.
The PBSOA is graded pass/fail and cannot be revised. Follow all directions carefully to ensure that you pass the assignment.
Digital Branding (15%)
In the Digital Branding assignment, you will have a choice of two different assignment options. Each of these options gives you an opportunity to first examine the branding of someone you admire and then to think about the ways in which your branding represents you online.
Resume Presentation OR Personal Website
You will choose to create a short resume presentation slideshow or personal website (using WordPress).* The point of these assignments is to merge the personal and professional into something that showcases you as a whole person, rather than a “candidate.” These types of items often set candidates apart from the pack when it comes to application materials, so in their own way they are as important as traditional application materials. My students often link their projects from this section in their LinkedIn profiles.
*If you have one of these options already created, you may not use it for a grade. Instead you need to create something from the beginning. You are free to show me and the class the cool stuff you already have though!
Portfolio B is only eligible for revision if the Basic Requirements laid out in the assignment prompt have been completely fulfilled. Any failure to follow the directions may void your eligibility to revise.
Organizational Branding Unit (40%):
In the OBU, you will select a group of 3-5 classmates (depending on class size) to research and create an informational website giving millennial candidates advice about how to apply for jobs in a specific field, or “cluster.” For instance, “Accounting” or “Finance” would be obvious fields, but you could also choose something like “Communications” to encompass a number of career options. More on this later!
Topic Choice Form (2.5%)
The TCF is your gateway into the project and shows that you have had some in depth conversations with group members about how your project will be articulated.
The TCF is graded pass/fail and is not eligible for revision. All Basic Requirements must be met to receive a passing grade. Any failure to follow the directions may result in a failing grade.
Conference Call and Deck (Conference Call 5% | Deck 5%)
In the CC, you will give a 20-30 minute presentation proving to me that you have become experts on your topic and that you are clear about your website’s branding strategy and how it will affect your audience. Your presentation will be accompanied by a slideshow that will both keep us on topic during the presentation, but will also showcase the thoughtful visual rhetoric you are using to convey your group’s branding strategy.
The Conference Call is graded pass/fail and is not eligible for revision. All Basic Requirements must be met to receive a passing grade. Any failure to follow the directions may result in a failing grade.
Your slides are eligible for revision so long as the Basic Requirements have been fulfilled. Any failure to follow the directions may void your eligibility to revise.
Annotated Bibliography (Individual Grade) (2.5%)
The AB will identify each group member’s research role and area of expertise, along with making a comprehensive list of sources read and examined in the process of researching this topic. A summary of each source is required. Though this assignment will be turned in as one document, it is graded individually.
The AB is graded pass/fail and is not eligible for revision. All Basic Requirements must be met to receive a passing grade. Any failure to follow the directions may result in a failing grade.
This is the ultimate articulation of your research. Your website will provide the following information for its audience:
- Advice on personal branding for your field
- Advice on application materials for your field
- Advice on great companies to work for (taking corporate social responsibility into account)
- General advice for millennial job candidates including:
- Identifying what millennial candidates value in a career search
- Addressing common misconceptions about millennial workers
- Identifying real millennial weaknesses and opportunities for growth
- Addressing how to combat millennial stereotypes
Your website will be a hub of static information, with an associated blog that will give periodic advice.
The Website is eligible for revision. All Basic Requirements must be met for the Website to be eligible for a revision. Any failure to follow the directions may result in a failing grade.
Sample Blog Posts (5%)
You will write two sample blog posts for your group’s website that supplement the static information you provide.
The Sample Blog Post is eligible for revision. All Basic Requirements must be met for the Website to be eligible for a revision. Any failure to follow the directions may result in a failing grade.
Group Evaluations (5%)
Group projects can be contentious if everyone does not pull their weight, but collaborative work is a vital part of professional life and modern professional writing. However, I am giving you a measure of control in that 5% of your course grade will be determined by your peers, and not myself. Groups that are well functioning usually do very well here and it’s insurance that you have the capacity to earn an A in this course, as it is nearly impossible to do so without receiving an A in this category.
Firing Policy: Infrequently, one group member will not pull their weight and will put the group’s well being and grades at risk. In this case, your group may choose to fire the group member that does not participate.
The process for firing is as follows:
- Group members contact Allison about firing, giving evidence of the group member’s failure to contribute.
- Allison contacts group member about performance (with group members CCd).
- Group member has 48 hours to respond and correct their behavior and is on “probation” for the rest of the semester. They will be subject to intervention by myself at any time if there is unanimous agreement that the problem persists.
- Should the group member not choose to correct their behavior, they will receive a zero on all projects not complete at the time of their firing.
Professional Development Unit (10%)
Professional development is one of the most important aspects of business. Going into the job market you will be expected to have skill sets that make you unique and/or put you ahead of your peers. For this assignment you will use your CU access to Lynda to develop a specialized professional development course for yourself. (You will use the Professional Development Topic Choice Form to help organize your “course load”).
You might choose to learn one new skill or perfect a skill you already have, but that needs to be strengthened. This could be anything from public speaking to understanding Microsoft Office. I recommend that unless you are at a “mastery” level that you choose courses in the Beginner to Intermediate levels.
You might also approach this assignment by improving your skills in a number of basic platforms or skillsets that are not necessarily related to one another, but are related to your interests or professional skills (for example: perhaps you’d like to learn to use an Adobe platform AND learn some public speaking skills).
This assignment is graded pass/fail for completion and is not eligible for revision.
Part 3: Course Schedule
- Action Items: Action items are graded and non-graded activities meant to keep you on track during the week.
- Required Lectures: Video lectures supplement class material. All lectures labeled “Video Lecture #” and are accompanied by a link to 3040 and Beyond have a required question/comment grade associated. All other lectures are from CU’s access to Lynda and will require you to complete relevant exercises to prove that you have completed the lectures.
- Deadlines: A list of course deadlines and deliverables. Major course assignments are due on Mondays, blog posts and comments are due Fridays. All assignments are due by 11:59 PM (Boulder time) on the day they are listed in “Deadlines”
Week 1 | January 23 – January 27
Course Prep Action Items
- Sign up for a WordPress account without making a blog
- Create a username that in some way uses aspects of your real name so that I will be able to identify you easily. (for instance I use acwaechter or allisoncarrwaechter)
- Email me your username
- I must add you to the blog manually before you can contribute.
- Request access to the class Drive folder by clicking here.
- I must add you manually before you can open the folder
- I require that you create your a private Drive folder for your work, though you are not required to share your folder with me. You should keep all of you course documents here, including the body text of your blog posts
- There is no excuse in this class for having “computer issues” as you should be storing everything in Drive
- I do not need you to share me on your folder. If we are conferencing about revisions, this is a good time to share with me.
Regular Action Items
- Respond to Video Lecture 1 on 3040 and Beyond
- You are required to ask one question – make sure to read through the questions that have been asked, and then return later to read my answers. Knowing what questions have been asked on the video lectures is a part of the reading for this course.
- Write Blog Post 1 and publish it to 3040 and Beyond
- Wednesday 1/25 – Course Prep Action Items DUE to Allison by 11:59 PM
- Friday 1/27: Blog Post 1 – Introduction DUE to 3040 and Beyond by 11:59 PM
- Friday 1/27: One question on Video Lecture 1 DUE to 3040 and Beyond by 11:59 PM
Week 2 | January 30 – February 3
Personal Branding Unit: Portfolio A – Personal Branding Strategy and Online Audit
- Respond to Video Lecture 2
- Write and publish Blog Post 2 on 3040 and Beyond
- Complete comments on Blog Post 1
- Complete work on the Personal Branding Strategy and Online Audit
- Even though due dates are set a ways out, you should complete work at the pace I set to avoid problems. Leaving work until the last minute results in low or failing grades. Note: The PBSOA is due 2/13 to D2L Dropbox by 11:59 PM
- Monday 1/30: One question on Video Lecture 2 DUE to 3040 and Beyond by 11:59 PM
- Friday 2/3: Blog Post 2 DUE to 3040 and Beyond by 11:59 PM
Week 3 | February 6 – February 10
Personal Branding Unit: Portfolio A – Digital Branding
- Lynda lectures help supplement instruction for class assignments. They are related specifically to the assignments we’re working on, so it’s important to gain familiarity with the assignment, as well as with the lecture itself so that the assignment and lecture are related in your learning process.
- Watch “Storytelling for Designers” lecture before beginning your Digital Branding Project and complete a Lynda Lecture Questionnaire
- Complete work on your Digital Branding Project
- Write and publish Blog Post 3 on 3040 and Beyond
- Log into Lynda, using your CU Identikey and watch “Storytelling for Designers” by Stacey Williams-Ng (Related Project: Digital Branding Assignment)
- Friday 2/10: Blog Post 3 DUE to 3040 and Beyond by 11:59 PM
- Friday 2/10: Storytelling for Designers Lynda Lecture Questionnaire DUE TO D2L Dropbox by 11:59 PM
- REMINDER! Monday 2/13: Portfolio A PBSOA and Digital Branding Project DUE TO D2L Dropbox by 11:59 PM
Week 4 | February 13 – February 17
Personal Branding Unit: Portfolio B – Resume and LinkedIn
- Respond to Video Lecture 3
- Begin work on your Resume and LinkedIn profile
- Write and publish Blog Post 4 on 3040 and Beyond
- Monday 2/13: Portfolio A PBSOA and Digital Branding Project and Storytelling for Designers exercise DUE TO D2L Dropbox by 11:59 PM
- Monday 2/13: One question on Video Lecture 3: DUE to 3040 and Beyond by 11:59 PM
- Friday 2/17: Blog Post 4 DUE to 3040 and Beyond by 11:59 PM
Week 5 | February 20 – February 24
Personal Branding Unit: Portfolio B – Cover Letter and Organization Analysis
- Sign up for group in class Drive folder
- Lynda lectures help supplement instruction for class assignments. They are related specifically to the assignments we’re working on, so it’s important to gain familiarity with the assignment, as well as with the lecture itself so that the assignment and lecture are related in your learning process.
- Watch “Business Writing Fundamentals” lecture before beginning your cover letter, resume and LinkedIn assignments and complete a Lynda Lecture Questionnaire
- Begin work on your Cover Letter and Organization Analysis
- Look at the Topic Choice Form assignment for the OBU and begin brainstorming with your group. The TCF is due Monday 10/3
- Log into Lynda, using your CU Identikey and watch “Business Writing Fundamentals” by Judy Steiner-Williams (Related Assignments: Cover Letter, Resume, LinkedIn)
- Friday 2/24: LLQ: Business Writing Fundamentals Due to D2l Dropbox by 11:59 PM
- Friday 2/24: Sign up for group in class Drive folder by 11:59 PM
- REMINDER: Portfolio B DUE to D2l Dropbox Monday, 2/27 by 11:59 PM
- REMINDER: Your group’s TCF is due Monday 2/27 to D2l Dropbox by 11:59 PM
Week 6 | February 27 – March 3
Organizational Branding Unit: Topic Choice and Annotated Bibliography
- Complete your TCF by Monday 2/27
- Respond to Video Lecture 4
- Become familiar with the Business Library’s resources: this guide will assist you
- Begin work on your Annotated Bibliography
- Monday 2/27: Topic Choice Form DUE to D2L Dropbox by 11:59 PM – Only one group member should submit the form.
- Monday 2/27 Portfolio B DUE to D2l Dropbox by 11:59 PM
- Monday 2/27: One question on Video Lecture 4 by 11:59 PM
- REMINDER: AB DUE to D2l dropbox Monday 3/6 by 11:59 PM
Week 7 | March 6 – March 10
Organizational Branding Unit: Slide Deck Design
- Sign up for a conference call time in the class Drive folder. All group members must be able to attend your call.
- Watch “Presentation Fundamentals” lecture before beginning your planning for your CC
- Complete the Lynda Lecture Questionnaire as an individual (not as a group) and submit it to D2L Dropbox
- Work on your slides
- Work on creating your website’s “shell” (This means setting up your brand identity, page menus, etc. You do not have to enter any copy here. I want to see that you’re matching your brand identity for your website to your slides)
- Log into Lynda, using your CU Identikey and watch “Presentation Fundamentals” with Tatiana Kolovou lecture before beginning your planning for your CC (Related Assignment: Conference Call)
- On your own, complete the exercise questionnaire (located in D2l Content) and submit it to the OBU Dropbox labeled “LLQ: Presentation Fundamentals” in D2L Dropbox (this is an individual submission that should NOT be completed as a group)
- Make sure to discuss your answers with your group (or have a group conversation that relates to the questions here — part of your Conference Call grade will depend on if you were able to display mastery of these concepts as a group, not just as individuals)
- Monday 3/6: Annotated Bibliography DUE to D2l Dropbox at 11:59 PM – Only one group member needs to submit the AB
- Friday 3/10: Slide Deck DUE to D2l Dropbox at 11:59 PM – Only one group member needs to submit the Deck (as a PDF)
- Friday 3/10: Presentation Fundamentals LLQ due to D2l Dropbox at 11:59 PM (this is an individual submission that should NOT be completed as a group)
Week 8 | March 13 – March 17
Organizational Branding Unit: Conference Calls: Monday-Wednesday
- Attend your conference call
Week 9 | March 20 – March 24
Organizational Branding Unit: Brand Identity: Website/Deck Revision
- Begin work to refine your brand identity on your website
- You should consider making revisions to your group’s slide deck at the same time if need be
- Watch “Brand Building Basics” with Lorrie Thomas-Ross lecture this week to help refine your branding process
- You should also work on writing copy for your website this week
- Log into Lynda, using your CU Identikey and watch “Brand Building Basics” with Lorrie Thomas-Ross lecture this week to help refine your branding process
- There is no LLQ for this lecture, but I expect that the basics listed here will inform your decisions
Spring Break March 27 – March 31
Week 10 | April 3 – April 7
Organizational Branding Unit: Website Copy/Design Revisions
- Complete your website copy this week
- Consider making an appointment with the Online Comp Hub to help edit your website copy and improve it before submission. *Don’t forget to provide your consultant with a copy of the project requirements so they can help you more effectively. This is not a required action
- Review the Professional Development Unit material and complete the PD Topic Choice Form
- Friday 4/7: Professional Development Topic Choice Form DUE to D2l Dropbox at 11:59 PM
- Friday 4/7: Website URL DUE to D2l Dropbox at 11:59 PM (only one group member needs to submit this information)
Week 11 | April 10 – April 14
Organizational Branding Unit: Blog Week 1
- Write and publish BP 1 on your group’s blog
- Begin work on your Professional Development Unit work.
- Your PDU lectures
- Friday 4/14: BP 1 DUE to your group blog by 11:59 PM
Week 12 | April 17 – April 21
Organizational Branding Unit: Blog Week 2
- Write and publish BP 2 on your group’s blog
- Complete work on your Professional Development Unit work.
- To be eligible to complete a revision you must workshop your assignment in one of a few ways. See the Revision Week Conference sign up in the Class Drive Folder for more detailed information
- Sign up for Revision Week Conferences in class Drive folder
- Your PDU lectures
- Friday 4/21: BP 1 DUE to your group blog by 11:59 PM
- REMINDER: Your PDU is due Monday 4/24
Week 13 | April 24 – April 28
Revision Week: Conferences Tuesday – Thursday
- Attend your revision conferences
- Complete work on your Professional Development Unit work.
- Your PDU lectures
- Monday 4/24: Professional Development Unit Exercise File DUE to D2l dropbox by 11:59 PM
- Friday 4/28: Group Evaluations DUE to D2l dropbox by 11:59 PM
Week 14| May1 –May 5
Revision Work Week
- Complete revisions
- Complete Blog Post 5: Reflection on 3040 and Beyond
- Friday 5/5: ALL WORK DUE
- Friday 5/5: Individual Revisions DUE to D2l dropbox by 11:59 PM
- Friday 5/5: Group Revisions DUE to D2l dropbox by 11:59 PM
- Friday 5/5: Group Evaluations Due to D2l dropbox by 11:59 PM
- Friday 5/5: Reflection Blog Post DUE to 3040 and Beyond by 11:59 PM
Part 4: University Information and Policies
Academic Calendar Info
Session 1 (14 weeks)
|Full Session (14 weeks)|
|Full Session Classes Begin||Aug 29|
|Add/Waitlist Deadline||Sept 6|
|Deadline to Request Pass/Fail or Drop, 100% Tuition Adjustment*||Sept 13|
|Tuition Due||Sept 5|
|Deadline to Withdraw**, 60% Tuition Adjustment*||Sept 27|
|Deadline to Withdraw**, 40% Tuition Adjustment*||Oct 11|
|Deadline to Withdraw** without Instructor Signature, No Refund||Nov 3|
|Course Ends||Dec 9|
* Students may be eligibility for a possible tuition adjustment or refund.
** Withdraw by 11:59 p.m. online using MyCUInfo or 5 p.m. in person or by email firstname.lastname@example.org. A grade of W will appear on your transcript.
^ Petitioning is designed to provide students who experience unavoidable, extenuating circumstances, the opportunity to waive a University policy that, if enforced, would result in unsatisfactory academic progress or financial consequences.
I am committed to providing everyone the support and services needed to participate in this course. If you qualify for accommodations because of a disability, please submit to your professor a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at email@example.com. If you have a temporary medical condition or injury, see Temporary Medical Conditions: Injuries, Surgeries, and Illnesses guidelines under Quick Links at Disability Services website and discuss your needs with me.
The campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required assignments/attendance. If this applies to you, please speak with me directly as soon as possible at the beginning of the term.
Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age, ability, and nationality. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. For more information, see the policies on class behavior and the student code.
Discrimination and Harassment
The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, “Protected Classes” refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. The full policy on discrimination and harassment has more information.
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (firstname.lastname@example.org; 303-735-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). The Honor Code Office has more information.