BSA354-B733-SP18-Human Resources Management
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Textbooks: Averett University Bookstore.
1. Title: Human Resource Management
Edition: 14th ed
Author(s): Mathis, R. L., Jackson, J. H., & Valentine, S. R.
ISBN-13: 9781133953104
Website:
http://www.cengage.com/search/productOverview.do?Ntt=4288962536518
8383414390575911729001537&N=16+4294922239+4294949413&Ntk=P_
EPI#Supplements
2. Title: Human Resource Management Applications: Cases, Exercises,
Incidents, and Skill Builders
Edition: 7th ed.
Author(s): Nkomo, S. M., Fottier, M. D., & McAfee, B. R.
ISBN-13: 9780538468077
Website:
http://www.cengage.com/search/productOverview.do?Ntt=1767678507974
8869525948094261773399151&N=16+4294922239+4294950634&Ntk=P_
EPI#Supplements
3. Title: Publication Manual of the American Psychological Association
Edition: 6th
Author(s): The American Psychological Association
ISBN-13: 978-1-4338-0561-5
Website: http://www.apastyle.org
WEEK-2 ASSIGNMENT
ONLINE COURSE SYLLABUS
Instructors are solely responsible for the syllabus and their assignments and for communicating any changes in
writing. It is the student’s responsibility to keep abreast of all changes.
In the event of discrepancies, this syllabus takes precedence over Moodle.
INSTRUCTOR
COHORT NUMBER
COURSE NUMBER
COURSE TITLE
Michael Jernigan, PhD
B733
BSA354
Human Resources Management
WEEKLY COURSE DATES
WEEKS
WEEK ONE
WEEK TWO
WEEK THREE
WEEK FOUR
WEEK FIVE
BEGINNING MONDAY DATE
1/22/2018
1/29
2/5
2/12
2/19
ENDING SUNDAY DATE
1/28
2/4
2/11
2/18
2/25
Each Week of Class is Monday (12:00 midnight, ET) – Sunday (11:59 PM, ET)
OFFICE HOURS
Normal business hours
PRIMARY PHONE
804-748-9482
ALTERNATE PHONE
804-218-2677 Cell
AVERETT EMAIL
mjerniga@averett.edu
I will respond to e-mails within 24 hours of receipt.
COURSE DESCRIPTION
This course studies the direction of organizational systems that ensures human talent is used
effectively and efficiently in reaching organizational goals. All organizations, both large and small,
require employees be recruited, selected, assessed, trained, and managed. They will be
compensated and, in most cases, provided with benefits. These issues and the legal environment as
it relates to our human resources provide the framework for this constantly evolving course.
Prerequisites: BSA206 and BSA305
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ONLINE COURSE SYLLABUS
Course Outcomes
Describe and discuss the nature and roles of HRM and the environment, including HRM in a global
economy.
Describe and explain the role of strategic HRM planning in organizational strategic planning.
Describe and explain job analysis approaches and how job analyses are used to develop job
descriptions, job specifications, and performance evaluation systems.
Develop an understanding and knowledge of employment laws, such as the Civil Rights Act (CRA) of
1964, Americans with Disabilities Act (ADA), Family and Medical Leave Act (FMLA), affirmative action
(AA), reverse discrimination, Age Discrimination in Employment Act (ADEA) of 1963, sexual
harassment, equal pay, and comparable worth.
Describe and evaluate the use of compensation plans to achieve organizational goals.
Describe and evaluate the role and future of unions in the United States and in a global environment.
Describe and evaluate disciplinary systems.
Explain the meaning of right to work in the United States today.
Describe and explain the laws covering retirement systems and the types of retirement systems.
Understand and develop an individual career plan.
REQUIRED TEXT
To determine what text you will need for your course either cut and paste the link below into your Web browser
or do a CTRL+CLICK to get to the Averett Book Store:
http:///www.averett.bkstr.com.
o
The textbooks listed below are available at the Averett University Bookstore.
Title: Human Resource Management
Edition: 14th ed
Author(s): Mathis, R. L., Jackson, J. H., & Valentine, S. R.
ISBN-13: 9781133953104
Website:
http://www.cengage.com/search/productOverview.do?Ntt=428896253651883834143905
Title: Human Resource Management Applications: Cases, Exercises, Incidents, and Skill
Edition: 7th ed.
Author(s): Nkomo, S. M., Fottier, M. D., & McAfee, B. R.
ISBN-13: 9780538468077
Website: http://www.cengage.com/search/productOverview.do?Ntt=17676785079748869
Revised 9/23/16
ONLINE COURSE SYLLABUS
FACULTY NOTES FOR STUDENTS
Please read all of the reading assignments before trying to complete written work. The correct
responses are not intuitive or common sense. Double-space all written all papers. Write only in
complete sentences. Please write only in third person and past tense unless making predictions.
Papers must be written using correct grammar. CITE ALL SOURCES!!! Not citing sources is an honor
code violation. Include a complete bibliography with written work. Please proof-read and edit written
work as needed before submitting it. Please contact the professor if work cannot be submitted on
time.
Please use this format for writing:
I.
Introduction (purpose of the work, including the question being answered.
II.
List/cite all theories, concepts, or laws that will be used to answer or respond to questions or used in
a larger paper.
III. List facts given.
IV. Apply relevant theories, concepts, or laws to facts given. (This is analysis.)
V.
State conclusion or result of analysis in IV.
VI. Sources cited.
STUDENTS’ RESPONSIBILITIES
• Read the syllabus in its entirety and refer to it regularly
• Contact your instructor with questions and concerns
• Submit your assignments in a Microsoft Word document unless specified otherwise by the instructor
• Actively participate with your classmates and/or collaborative team members
• Be prepared for class and participate in all weekly activities and assignments
• Complete work/assignments on time by the posted due dates
ACADEMIC HONESTY AND THE HONOR CODE
One mark of an educated individual is personal integrity. The members of the Averett University community
are committed to a code of behavior that promotes academic excellence and social responsibility. A student is
thus pledged to academic honesty. As academic honesty is considered to be a foundation stone of the
educational enterprise, any form of cheating or plagiarism is considered to be an affront to the entire University
community and may result in suspension from the University. Students should carefully study the definitions of
cheating and plagiarism.
Cheating includes, but is not limited to, the following behaviors:
1) Copying another student’s answers while completing any class assignment, team assignment, or during
examinations
2) Using notes, books, or any other unauthorized aids during an examination
3) Unauthorized discussion of answers during in-class examinations
4) Submitting another person’s work as one’s own
5) Stealing another student’s work
6) Utilizing unauthorized Instructor textbooks or Solutions Manuals
7) Submitting a purchased paper as one’s own
Plagiarism is submitting a paper in which the language, ideas, or thoughts are identical to published or
unpublished material from another source without using quotation marks or properly paraphrasing and
correctly giving credit to that source.
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ONLINE COURSE SYLLABUS
Failure of a student to report infractions is itself a violation of the Honor Code.
The instructor may recommend action to be taken as a result of an Honor Code violation. Recommended
actions may include:
a. Failure of the assignment;
b. Failure of the specific course;
c. Academic suspension (with specified duration); or
d. Academic dismissal.
GRADING POLICY
In accordance with Averett regulations, each student will receive a grade of A, B, C, D, or F with the
exception of ENG111/112 and graduate students. MBA & M Ed students are not eligible to receive
a course grade of “D” for any graduate course.
The final course grade will be derived as follows:
A=
100 to 91
B=
90 to 81
C=
80 to 71
D=
70 to 61
60 and below
F=
Career plan…………………………20 points
Weekly questions for discussion…..5 points each
Weekly cases………………………10 points each
Total………………………………..100 points
Poor class participation can result in the loss of 1 point for each assignment per week.
DISCUSSION ASSIGNMENTS ON MOODLE
Each week your online course will include TWO or more Discussion Questions. This is a great way to build a
sense of community, discuss key concepts, and learn from others. Students are expected to post their initial
responses each week and two follow-up comments on classmates’ responses for each discussion question.
You are required to post responses to each weekly discussion question according to the following
guidelines: (Please give some thought to your response before posting it. “Nice job…” will not result
in a nice grade.
•
•
Post your initial responses by Wednesday at 11:59 PM ET
Post your classmate follow-up comments by Friday at 11:59 PM ET.
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ONLINE COURSE SYLLABUS
To receive full credit, your responses must demonstrate an understanding of key concepts; further the
discussion by providing an original and relevant insight; include a rationale, evidence, or example that supports
your response; and be free of significant mechanical errors. Any outside references should be cited and listed
according to APA guidelines.
Follow the Assignments as Stated in the Syllabus.
CLASS SCHEDULE/ASSIGNMENT DUE DATES & POINT VALUES
Week 1: Human Resource Management in Organizations
Weekly Summary
This week, students are introduced to the ways HRM can contribute to the performance of a
smoothly functioning business organization. They learn what makes an effective human
resource plan and why the plan is important. They also learn to identify the elements of job
analysis, the first stage in the HRM process.
Professor’s Note
Job analysis is the foundation of HRM. Besides interpreting and applying relevant laws and company
personnel policy. Almost all HR tasks are based on job analysis. Job analysis provides job duties, job
requirements, pay, special licenses, degrees, experience, certifications, reporting authority, required
training, contents of training, metrics and methodologies for performance analysis, new and many
other duties.
Learning Objectives
1.1 Describe human resource management (HRM), its duties, and its components.
1.2 Discuss the roles of HRM in organizations associated with protecting the organization and
employees from legal actions.
1.3 Describe how HRM contributes to improved organizational quality and productivity.
1.4 Explain the role of strategic HRM planning as part of the organization's strategic planning.
Required Learning Activities and Resources
1.1 Read the following in Human Resource Management:
Ch. 1, 2, & 4 and
Appendix G
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1.2 Review the course syllabus to become familiar with course expectations, grading, feedback, and
guidelines for succeeding in the course.
1.3 SHRM is the premier HR professional organization. Please review the SHRM site and note the
things offered by SHRM.
1.4 Post your bio to the Introduction forum.
1.5 Weekly Question for discussion: HR Functions
1.5A Should HRM personnel keep secrets told to them by employees? Why or why not? If so, under what
circumstances?
1.5B Is HR an advocate for employees or the protector of the organization? Why or why not?
This assignment is due Wednesday 1/24 by 11:59PM.
Total points possible for this assignment: 5 points for each question.
1.6
Week 1 Cases and Exercises
Read the following in Human Resource Management Applications: Applications: Cases, Exercises,
Incidents, and Skill Builders:
•
•
Case 2, “The Human Resource Function of Harrison Brothers Corporation,” on pp. 9–13
Case 26, “Strategic Human Resource Management,” on pp. 86–88
Write a response to each of the questions.
Support your answer by using the relevant concepts from the assigned reading in Human Resource
Management.
Submit your answers for grading, and post in the Week 1 Cases and Exercises forum for discussion.
This assignment is due Sunday 1/28 by 11:59PM
Total Points possible for this assignment: 10 points.
Week 2: Recruiting, Selecting, and Training Employees
Weekly Summary
This week, students learn about strategic recruiting decisions based on the needs identified in the
human resource plan from Week 1. The objective is to generate a pool of qualified candidates from
which the organization can select satisfactory employees. Students also study the four phases of the
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training process, where people acquire capabilities to perform jobs and then move to performance
management and specific appraisals that are used to measure, evaluate, improve, and reward job
performance.
Professor’s Notes:
Every task discussed this week depends on the results of a solid job analysis. Ideally, a job analysis
for each job should be performed each year because of the rapidity of changes in technology and the
necessity to know what other employers are paying. For instance, if your employer is experiencing
very high turnover at a specific position, your firm might not be paying competitive wages. A good
way to identify changes in any job is the use of SHRM data. The information on what many other
employers are paying for that job. SHRM keeps records on jobs data for almost any job.
One of the uses of a job analysis is to identify and describe the tasks and duties of each position.
This provides the foundation for performance evaluations, including performance measures. Using
the job specification and, primarily, the job description, an excellent list of tasks and duties and
methods for measuring their outputs can be developed. This list can then be developed into an
accurate performance evaluation.
Developing accurate performance evaluations can be easily done. Completing an accurate and valid
performance evaluation IS problematic. It is almost impossible to eliminate “rater error,” however.
Rater error is a bias for or against the employee being evaluated. There many, many types and
reasons of rater error. As long as a person is completing a performance evaluation, there will be
bias, leading to inaccurate performance evaluations. The most accurate performance evaluation is
one in which the number of units of outputs can be measured without any other analysis.
Learning Objectives
2.1 Explain the terms job description and job specifications, as well as the significance of each of
these HRM activities.
2.2 Describe the process of locating and selecting appropriate employee candidates and the role of
the job analysis in this process.
2.3 Describe how to design appropriate training programs and succession planning from information
gathered during the job analysis.
2.4 Explain an organization’s need to appraise employee performance and the ways to make the
appraisal process more effective.
Required Learning Activities and Resources
2.1 Read the following in Human Resource Management:
Ch. 6–8 & 10 and
Appendixes C, D, E, & F
Assignments
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2.2 Assessing Job Descriptions for Accuracy
This (2.2) is not a written assignment.
Arrange with two friends, classmates, or relatives to participate in this activity.
Obtain the job titles of your two participants or classmates
Search the O*net Online database at http://www.onetonline.org/ to find job descriptions associated
with these job titles.
Ask the participants to read the job description and answer the following questions:
•
•
•
•
•
Which elements of the job description are part of your job? Which are not part of your job?
What are the key knowledge, skills, and abilities (KSAs) that enable the jobholder to perform
on the job?
How might a person acquire the needed KSAs?
Which activities take up most of the time spent on the job?
How often should the list of tasks be updated?
Keep this information as a reference for other class activities. This is not a written assignment.
2.3
Weekly Questions for Discussion:
2.3A A company wants to know whether its training program is effective. What training outcomes should the
company examine? What type of evaluation would best fit its situation or any training situation?
2.3B Why might a manager intentionally distort appraisal results?
This assignment is due Wednesday 1/31 by 11:59PM.
Total points possible for this assignment: 5 points for each question.
2.4 Week 2 Cases and Exercises
Select and answer two of the following in Human Resource Management Applications: Applications:
Cases, Exercises, Incidents, and Skill Builders:
•
•
•
•
Case 34, “Recruiting Recreational Vehicle Surveyors,” on pp. 109–111
Case 38, “A Solution for Adverse Impact,” on pp. 118–121
Skill Builder 48, “Evaluating Job Application Forms,” on pp. 147–149
Exercise 61, “EvalSim—A Performance Evaluation Exercise,” on pp. 183–186
Write and post a response for each of the two selected questions for each selected case.
Support your answer by using the relevant concepts from the assigned reading in Human Resource
Management.
Submit your answers for grading, and post in the Week 2 Cases and Exercises forum for discussion.
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ONLINE COURSE SYLLABUS
This assignment is due Sunday 2/4 by 11:59PM
Total Points possible for this assignment: 10 points.
Week 3: Employment Law, Compensation, and Benefits
Weekly Summary
This week students learn the concepts of equal employment opportunity (EEO), which is embedded
in federal employment laws that forbid discrimination or require affirmative action. They then turn to
rewards and compensation, including base pay, variable pay, and benefits. Base pay implies pay
grades, pay ranges, and increases. Variable pay includes incentives, bonuses, commission systems,
and executive compensation. The week concludes with benefits, including retirement plans and other
benefits such as health insurance.
Professor’s Notes
There are many reasons for the pay associated with any job. The reasons might include level of
training, high or low levels of experience, supply and demand, risk, education, hardship (such as the
necessity of living away from one’s family for extended periods of time.
Pay is associated with the value of each job to the organization, not the qualifications of the employee
or an applicant for the job. For instance, if a job requires a GED, someone with an MBA should not
be paid more.
In the private sector and in the public sector, social justice is not a consideration for rates of pay.
Learning Objectives
3.1 Discuss the primary federal employment laws related to EEO.
3.2 Describe different compensation systems and the reasons for using specific pay systems.
3.3 Describe how to design an effective compensation and benefit plan from information gathered
during a job analysis.
3.4 Explain various retirement systems and the related federal laws.
Required Learning Activities and Resources
Read Ch. 3 & 11–13 of Human Resource Management.
Assignments
3.5 Weekly Questions for Discussion:
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ONLINE COURSE SYLLABUS
3.5A You have been asked to evaluate whether your organization’s pay structure makes sense versus what
competitors pay. Why might your organization differ from competitors? Does it matter?
3.5B Your organization is considering a profit-sharing plan to increase employee effort and to encourage
employees to think like owners. What are the likely advantages and disadvantages of such a strategy?
This assignment is due Wednesday 2/7 by 11:59PM.
Total points possible for this assignment: 5 points for each question.
Selected Case. This is a written assignment and must be posted. Select only two of the exercises or the
case.
Week 3 Cases and Exercises
Read the following in Human Resource Management Applications: Applications: Cases, Exercises,
Incidents, and Skill Builders:
•
•
•
•
Exercise 17, “Is This Unlawful Discrimination?,” on pp. 56–59: questions 1, 3, 4, 6, 8–10, 12, &
15 only
Case 66, “Rewarding Volunteers,” on pp. 199–201
Exercise 68, “Executive Bonuses and Incentives,” on pp. 205–210
Exercise 72, “Pay Inversion: Is It Practical and Ethical?,” on pp. 221 & 222
Write and post a response to two of the exercises and case.
Support your answer by using the relevant concepts from the assigned reading in Human Resource
Management.
Submit your answers for grading, and post in the Week 3 cases and exercises forum for discussion.
This assignment is due Sunday 2/11 by 11:59PM
Total Points possible for this assignment: 10 points.
Week 4: Employee Development, Rights, and Responsibilities
Weekly Summary
This week, students extend the concept of training to employee development. They learn the
elements of talent management and career planning. They then turn to employee rights and
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responsibilities, as well as workplace discipline. Then they study labor unions, including the formation
of a union, collective bargaining, and conditions for decertification.
Professor’s Notes
Employee development is a popular benefit. It means the employer will assist employees in their own
career development, including paying employee college tuition. Sometimes, employers will require
an employee who has benefited from tuition assistance to commit to staying employed for a certain
number of years.
Employees earn degrees with the expectation of getting promoted and/or receiving higher pay.
Frequently, some employees who earn a degree while employed expect higher pay because they
have earned a degree, even if they are not promoted or change positions. They assume they are
much better qualified and deserve more money precisely because they earned a degree. It doesn’t
work this way. Employees with new degrees will most likely have to change jobs, employers, or get
promoted. Here’s the key: the value to an employer begins with the job. How much is a specific job
worth? Some employees assume they are worth more to the employer because they are more
qualified. However, the value is in the job, not necessarily the employee.
At will employment does not mean what the definition says. At will means an employee can terminate
any employee for any reason or no reason. However, Federal and state laws regarding employee
rights means an employee can be terminated for any reason as long as the civil rights and
employment laws are not violated.
We’ll do an exercise in this for next week, the career plan. It is a plan for students to perform a job
analysis of their current positions and their dream job. Then, the two job descriptions and job
specifications will be compared. Next, students will compile a list of knowledge, skills, abilities,
degrees, experience, licenses, certifications, etc that they need to qualify for their dream jobs. The
final part of the plan is to list the job requirements missing and make a plan to complete each missing
piece.
Learning Objectives
4.1 Discuss approaches to discipline and the desired outcomes for different disciplinary systems.
4.2 Discuss the primary federal employment laws related to union representation.
4.3 Explain right to work and at-will employment and their applications in today's employment
environment.
4.4 Explain how to identify training needs and carry out a needs analysis.
4.5 Describe how to develop effective training and development plans.
Required Learning Activities and Resources
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4.1 Read Ch. 8, 9, 15, & 16 of Human Resource Management.
Assignments
Weekly Questions for Discussion
4.1 Why might companies be interested in helping employees plan their development? What benefits can
companies gain? What are the risks?
4.2 Does your manager have access to the right information to measure your performance? What sources of
performance information should your manager use to evaluate your job performance? How do your answers this
week differ from your perspective in Week 2?
This assignment is due Wednesday 2/14 by 11:59PM.
Total points possible for this assignment: 5 points for each question.
4.3 Week 4 Cases and Exercises
Read the following in Human Resource Management Applications: Applications: Cases, Exercises,
Incidents, and Skill Builders: (Select two from list.)
•
•
•
•
Case 15, “The Broken Employment Contract?”, on pp. 50–53
Case 51, “Career Development at Electronic Applications,” on pp. 157 &158
Case 88, “The Drug Testing Problem at Standard Chemical,” on pp. 259–262
Exercise 100, “Applying the NLRA,” on pp. 281 & 282
Select two from the listed exercises and case and respond to the selected cases and/or
exercise.
Write a response for two of the questions following the three cases and exercise and post your
response in Moodle.
Support your answer by using the relevant concepts from the assigned reading in Human Resource
Management.
Submit your answers for grading, and post in the Week 4 Cases and Exercises forum for discussion.
This assignment is due Sunday 2/18 by 11:59PM
Total Points possible for this assignment: 10.
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ONLINE COURSE SYLLABUS
Grading summary
Week 5: Career Planning
Weekly Summary
This week, students apply their knowledge of HR planning to their own plan for self-development
based on personal career goals. They choose between two broad career paths: promotions and
transfers within an organization, or a path through multiple organizations based on individual career
goals. The students also attend to training and development and performance evaluation methods
and issues.
Learning Objectives
5.1 Describe the contributions of HRM and its components to organizational needs.
5.2 Develop a personal career path of training and development based on personal career goals.
Required Learning Activities and Resources
Review Ch. 9 of Human Resource Management.
Assignments
9.1 Post your completed career plan.
Due by 11:59 2/25/2018.
Counts 20 points toward final grade.
Congratulations! You are done with BSA354!
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END OF COURSE SURVEY
Please complete the end of course survey located on Moodle in your course “SmartEval”.
ONLINE COURSE ATTENDANCE
Online classes run on a weekly schedule with each week measured as 7 days, Monday (midnight, ET) through
Sunday (11:59 PM, ET). Regular class attendance is an obligation implicit in the agreement between the
student who applies for admission and the program that admits him or her. Class attendance is mandatory.
There is no official distinction between an excused and unexcused absence.
•
To be counted as “present”, a student must participate in Discussion Questions and/or submit
assignments due during that week, defined as Monday (midnight, ET) – Sunday (11:59 PM, ET).
•
Students who do not participate or submit any assignments prior to the end of a particular week
defined as Monday (midnight, ET) – Sunday (11:59 PM, ET) will be marked as “absent” for that
week.
•
Students are responsible for closely monitoring the due dates and times of weekly assignments. Late
work will be subject to penalties at the discretion of the instructor and are outlined in the Grading Policy
section of this syllabus.
•
For courses with 5 – 7 weeks:
o Any student counted as “absent” for more than two weeks (or the equivalent of two weeks) in
any one course will not receive credit for the course and will receive a grade of “F”. This is an
institutional policy and is not left to the discretion of the instructor.
For courses with 8 or more weeks:
o Any student counted as “absent” for more than three weeks (or the equivalent of three weeks) in
any one course will not receive credit for the course and will receive a grade of “F”. This is an
institutional policy and is not left to the discretion of the instructor.
•
Students who stop participating without formally withdrawing from the course will receive a grade of
“F” or “WF” and will incur a financial obligation to pay for the course. If a student is not participating in
class, financial aid funds will be returned to the lender. Students must contact their Student Success
Counselor to formally withdraw from any course.
The participation grade is derived from timely responses to weekly Discussion Questions and a
subjective assessment of the quality of participation.
HINTS FOR SUCCESS IN YOUR ONLINE COURSE
• Be sure you have access to proper computer equipment, internet service and software as listed below.
• Designate certain times each week to work on your course. Plan ahead; avoid procrastination; even
out your workload; absorb material before moving on.
• Have a specific achievement goal for each log-on session to help you accomplish what you need to get
done and avoid distractions.
• Actively participate in discussions. Meaningful interchange will lead to better understanding of various
aspects of the course and also contribute to the personality and warmth of the online class community.
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ONLINE COURSE SYLLABUS
•
•
•
•
If assigned to a collaborative team, work with your team members actively from the start. Thus, team
members will benefit from each others' ideas and experiences and can depend on one another to
complete assigned tasks.
Practice an informal but organized, concise, and clear writing style that aids online communication.
Venture beyond the classroom. The Internet medium of the online classroom gives ready access to
electronic libraries and to pertinent websites that offer a significant advantage in understanding
graduate-level material.
Your class may occasionally use short multimedia components to enrich the learning environment.
Follow the instructions provided.
NETIQUETTE
Please apply basic principles of courtesy, tolerance, and professionalism. In particular, note the following in
online discussions and course-related emails:
1. Respect the confidentiality of what is shared in the course in order to facilitate communication and
learning in this environment, as well as to respect privacy. DO NOT reveal or discuss any personally
identifiable information from or about others (such as work site, comments about organization or
persons, views of policies).
2. Keep in mind that confidentiality in the course cannot be guaranteed. Do not write anything that would
be embarrassing if it were made public and never disclose trade secrets or company-confidential
information.
3. Give citations for quoted materials or others' ideas, as in all writing for this course.
4. Be cautious about expressing emotion, whether intentional or unintentional, e.g., when using BOLD
typeface; when using words or phrases that can stereotype people; or when responding to ideas about
which one feels strongly.
5. Be sure to reread messages before sending, think about their potential impact, and edit as
necessary.
COLLABORATIVE LEARNING
Collaborative learning, through engagement of other students, is a key ingredient of participatory
learning. Students can expect each on-line course to have some degree of collaborative learning. The
type of collaboration may be minimal and take the form of weekly small group discussions.
Alternatively, the type of collaboration may be a major virtual team project that requires weekly and
substantive participation from all members. Regardless of the type of collaborative learning, all
students are expected to participate in a timely, substantive, on-subject, professional, and complete
manner.
LIBRARY RESOURCES
All students have access to online library databases using their Averett username and password; visit
http://discover.averett.edu/library and click the "Learn" tab for tutorials and resources.
STUDENT SUPPORT SERVICES
For questions regarding this course: Your instructor
For questions regarding access to Moodle: http://onlinecoursesupport.com/averett
For information on course registration: Your Student Success Counselor
For information about your account: The Business Office or GPS Accounting
For information on financial aid: The Financial Aid office (http://gps.averett.edu/tuition-financial-aid/)
For information on career services: http://www.averett.edu/ccecc/careers/
For free online tutoring in math, business, science, and writing: http://services.smarthinking.com
STUDENTS WITH SPECIAL NEEDS
Academic Support coordinates and provides a variety of services for students with physical and learning
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ONLINE COURSE SYLLABUS
disabilities. Students with a documented disability are eligible for reasonable accommodation under the
Americans with Disabilities Act (ADA) and/or Section 504 of the Rehabilitation Act of 1973. Students with
special medical concerns or needs should inform their professors and let them know how to best assist you in
case of emergency. Students who require accommodation should contact the Director of the Galesi Student
Success Center by phone at (434) 791-5754 or at http://www.averett.edu/academics/academic-support/. All
information is confidential.
TECHNOLOGY REQUIREMENTS FOR ONLINE STUDENTS
Technology plays an integral role in learning online. As an online student at Averett University, you will use
technology devices to complete assignments, download course materials, and work on other academic tasks;
therefore, you are expected to have access to and use the hardware and software described below.
Please note that as a result of the rapid rate of change in technology, we anticipate that
hardware and software competencies will be updated on a regular basis and it is your
responsibility to stay abreast of these updates.
Hardware and Peripherals
You are required to have use of a computer system with the following specifications and components:
• 2 GHz processor or faster
• 2 GB RAM or greater
• 160 GB hard drive or larger
• Cable/DSL broadband connection or better
• 1024x768 resolution monitor or greater and supporting video card
• CD-ROM drive
• Inkjet or laser printer
These components are recommended and may be required in some courses:
• A web camera capable of video web conferencing and editing
• Headset with a microphone
In addition to a computer, a tablet (iPad, Android, or Windows) is recommended for easy mobile access to
course materials.
Software/Applications
You are required to have use of the following operating systems and applications:
• Operating system: Windows 7 or later OR Mac OS 10.4 or later
• Microsoft Office 2007 (PC) or later, Office 2008 (MAC)
• One of the following Internet browsers:
o Microsoft Internet Explorer 10 or later
o Mozilla Firefox 4 or later
o Google Chrome 11 or later
o Apple Safari 5 or later
• Adobe® Reader 9.0 or later
• Adobe Flash plug-in 10.0 or later
• System configured to allow installation of browser plug-ins as required
• Local administrative privileges (for required software installations)
• Ability to disable the pop-up blocker
• Anti-virus program (updated regularly)
• Scanner or scanning ability
• Averett University e-mail account
Revised 9/23/16
ONLINE COURSE SYLLABUS
Grading Criteria for Discussion Posts
Focus
Timeliness
Specificity
Includes
many
specific
details and
quotations
from
readings.
Includes
specific
details and
quotations
from
readings.
Excellent
Makes
vividly clear
reference
to readings.
Posting
meets
deadline.
Competent
Makes
clear
reference
to readings.
Posting
meets
deadline.
Needs
Improvement
Makes
some
reference
to readings.
Posting
meets
deadline.
Includes
some
specific
details.
Unsatisfactory
Comments
make very
few or
extremely
vague
references
to readings.
Posting
fails to
meet
deadline.
Includes few
or no
specific
details.
Support
Thoughtfulness
Use of
Language
Well
supported
with
evidence
from the
readings.
Articulate and
thoughtful.
Addresses the
appropriate topic.
Writing is well
organized,
unified, and errorfree.
Supported
with
evidence
from the
readings.
Demonstrates
above average
thoughtfulness.
Addresses the
appropriate topic.
Writing is mostly
organized and
unified with few
errors.
Shows some
thought.
Writing is
somewhat
organized and
unified, with
some errors.
Shows very little
thought or effort or
is off the topic.
Writing is poorly
organized and
unified, with
many errors;
errors impair
communication.
Somewhat
supported
with
evidence
from the
readings.
Not well
supported.
Revised 9/23/16
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