Mgmt 376 has been offered face-to-face and through the Palmetto College long distance delivery system. Due to a grant, I have prepared the course for 100% asynchronous delivery for Palmetto College degrees. This course satisfies degree requirements for the Bachelors of Arts in Organizational Leadership and the Bachelors of Arts in Liberal Studies, in addition to several other Palmetto College degrees.
The course is a survey course of organizational behavior. The goal of this material is to equip students with the theoretical and practical knowledge of how individual and group behavior influences organizational activity and performance. The mode of this course is a combination of textbook readings, journal articles, and online videos aimed at offering a variety of methods for students to succeed in the course.
As employee performance, morale, motivation, commitment to the organization and organizational diversity are key issues that the average American worker encounters in the job market, our students need to be able to have the critical thinking skills to understand, analyze and apply this material in their daily lives. One of the missions of Palmetto College has been to offer a variety of means for students – both traditional and nontraditional to do coursework in multiple formats. The online delivery presents an opportunity to make the material available for all those - be they students in Palmetto College or the Back to Carolina program - who intend to fulfill curriculum requirements for graduation who might otherwise not have the opportunity to complete such a course. It could impact students at a regional campus that does not offer the course, or those that have another course meeting at the same time that they need to graduate.
The course will be taught by Dr. Jolie Fontenot, who is faculty at the University of South Carolina at Union. Dr. Fontenot earned her doctorate in Communication Studies specializing in organizational communication at the University of Texas at Austin. She has been approved to teach this course by the Dr. Robert Ployhart, the chair of the management department at the University of South Carolina at Columbia campus.
Please include a statement a regarding accessibility of course material in the Provisions for Course Content Interactions section of the proposal.
Here are two examples you can modify and use:
Accessibility Statement Example 1 The professor will meet with an instructional designer at the Center for Teaching Excellence (or department/college ID staff) to ensure that the course materials posted on Blackboard incorporate basic accessibility features. The course syllabus includes an accessibility statement that encourages students with disabilities to register with the Office of Student Disability services; should a student with a registered disability enroll in the course, the professor will work with the Office to make any additional accommodations appropriate to that student’s needs.
Accessibility Statement Example 2 All documents including syllabus and description of assignments will be provided in both accessible Word and PDF formats. For instance, documents will have proper headings, alternative text, and properly labeled links where necessary. Likewise, PowerPoint slides will be made accessible by providing alternative text where necessary, ordering textboxes and other recommended ways of making PPTs accessible. Recorded lectures (if a part of the course) will be accompanied with transcripts in accessible Word and PDF formats.
Please call me at 777-0460 if you have any questions.
Steve Adams, Ph.D Distributed Learning Support Services email@example.com
The following are the comments made on MGMT 376 so far:
The requirements for pass/fail are not stated. In all likelihood, this is not a pass/fail course and what needs to happen is that “Standard (Letter Grades Only)” needs to be selected in APPS when the proposer submits the course again. The proposer must actively select “Standard (Letter Grades Only)”, so please remember to do so.
A statement on rubrics needs to appear (preferably in the assignment break down). It can be something as simple as “Rubrics for all assignments will be made available via Blackboard” or some such wording.
There needs to be a statement on grading turnaround time. This can be left to the discretion of the instructor.
Please include a percent distribution for the grades.
Exams are typically 50-60 minutes in length. You allow students 210 minutes to take the exam. Please explain.
You provide 45 learning minutes for students to read announcements and emails. Is this a realistic assessment of the time required to complete this task. Please justify.
Are the instructor resources required or recommended? If recommended, the assignment is not included in the learning minutes.
Please revise Learning Objectives. "To understand...." is not a learning objective. Please refer to Bloom's Taxonomy.
Identify the number of discussion posts in the grading distribution.
Identify the number of points earned per discussion posts (in the grading distribution).
Include the grading percentage for each point distribution (e.g., 100%-90%=A; then include the point distribution for an A)
Revisit the Learning Minutes: Your propoposal states that it requires students 45 minutes to read email and announcements; 45 minutes for the syllabus quiz; 60 minutes for discussion board posts. Please justify these learning minutes or readjust the learning minutes.