Student Learning Assessment Plan and Programs Guide

Baker University School of Professional and Graduate Studies

Created Fall 2009 Revised Spring 2010 Revised Summer 2010 Revised April 2011 Revised July 2014 Revised September 2015

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 1 SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 2 TABLE OF CONTENTS Common Abbreviations

Baker University Vision, Mission, And Values

School Of Professional And Graduate Studies Statement Of Mission And Educational Goals

Educational Assessment – Statement Of Purpose

The Assessment Process At SPGS

Student Satisfaction Assessment

Assessment Of Institutional Effectiveness

The Assessment Cycle at SPGS

Program Assessment Measures

Common Student Assessments

Common Faculty Assessments

Programs And Program Outcomes

Associate of Arts in Business (AAB) Statement of Purpose

Business Core 9 Curricula Statement of Purpose……….…………………………………... ………...44 Bachelor of Arts in Business Administration (BBA) Statement of Purpose

Bachelor of Science in Management (BSM) Statement of Purpose

Bachelor of Arts in Business Leadership (BBL) Statement of Purpose

Bachelor of Science in Mass Media (BMM) Statement of Purpose…………………………………….95 Bachelor of Science in Criminal Justice (BCJ) Statement of Purpose

Bachelor of Science in Accounting (BSA) Statement of Purpose

Master of Business Administration (MBA) Statement of Purpose

Master of Arts in Organizational Leadership (MAOL) Statement of Purpose

Master of Liberal Arts (MLA) Statement of Purpose………………………………………... ………194

AAC Academic Affairs Committee

AAB/BAC Associate of Arts in Business (AAB) program Bachelor Years 1 & 2 (BAC) program

BBA Bachelor of Business Administration

BBL Bachelor of Arts in Business Leadership

BCJ Bachelor of Science in Criminal Justice

BML Bachelor Core Nine Sequence

BMM Bachelor of Science in Mass Media

BSA Bachelor of Science in Accounting

BSM Bachelor of Science in Management

EPC Educational Programs and Curriculum Committee

FS Faculty Senate

LS Learning Services Department

MAOL Master of Arts in Organizational Leadership

MBA Master of Business Administration

MLA Master of Liberal Arts

SPGS School of Professional and Graduate Studies

Vision and Purpose

Baker University is a premier values-based private university with a tradition of academic excellence and student engagement in a respectful, inviting learning community. The faculty provides creative, student- focused learning experiences challenging students to analyze issues with depth and clarity. Students fully engage in their learning; connect with peers, faculty and staff; and develop lifelong relationships with diverse groups of people. Graduates realize their potential to become confident, competent contributors to society.

Mission

Baker University is committed to assuring student learning and developing confident, competent and responsible contributors to society.

Values

In the tradition of our United Methodist heritage, Baker University values:

 Student learning and academic excellence. We provide quality learning environments that promote intellectual, professional and personal development that results in lifelong learning.

 Critical thinking, inquiry and freedom of expression. We challenge all participants to think critically, using open inquiry and freedom of expression.

 Integration of learning with faith and values. We expect all participants to be open to questions of faith and values as part of intellectual inquiry in the United Methodist tradition. In particular, we expect personal and professional responsibility that is based on high standards of ethical conduct.

 Connections. We promote a community of belonging and Baker family connections, which result in lifelong associations.

 Inclusiveness. We embrace diversity of community, thought and expression.

 Service to the community. We address the civic, social, health and environmental needs of our global community.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 5 SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 6  SCHOOL OF PROFESSIONAL AND GRADUATE STUDIES STATEMENT OF MISSION AND CORE VALUES

SPGS Statement of Mission

The School of Professional and Graduate Studies develops confident, competent leaders, contributing to their communities through lifelong learning, professional success, and service to others. SPGS CORE VALUES

 We believe that education is not defined by age but rather desire and motivation.

o We provide an environment where students utilize resources and are encouraged to think critically. o We provide a quality learning environment that builds on adult students’ academic, professional, and life experiences to foster lifelong learning.

 We believe that academic achievement contributes to professional success.

o We challenge students by providing a rigorous academic environment designed to illustrate real world applications. o We provide curriculum which incorporates student and faculty experiences.

 We serve our community by empowering our students.

o We promote awareness to inspire action within the community through value-based decision making. o We provide unique preparation that will enable graduates to engage in and encourage positive community change.

Baker University is committed to the systematic assessment of student learning that occurs in each course of study and each program of study that lead to a degree awarded by the University. Assessment initiatives are dynamic and seek continuous improvement based on student, faculty and administrative staff feedback. All University constituents are encouraged and expected to participate in the collection and analysis of assessment documentation.

Essential Characteristics of Educational Assessment at Baker SPGS Educational assessment at Baker University SPGS:

 Are driven by the university and SPGS mission statements.

 Are linked closely with specific outcomes for each degree program.

 Are mindful that the primary purpose is to improve student learning and the quality of education (assessment is a means to an end, not an end in itself).

 Involve the entire Baker University SPGS populations, including students, faculty, staff and administrators, alumni, and all relevant Baker constituents.

 Recognize that educational assessment is an ongoing process that is continuously evolving.

 Recognize the key role played by faculty in the educational assessment process.

 Use existing knowledge in the field while seeking to be innovative and mindful of the specific characteristics of the institution.

 Use diverse and multi-dimensional assessment methodologies.

 Document and disseminate its functions, methods, and results.

 Are administered with integrity.

THE ASSESSMENT PROCESS AT SPGS

Each degree program embraces a unique assessment plan that includes course assessments related to program outcomes, an academic portfolio, graduate surveys, and other relevant assessments. The academic assessment process provides evidence of student learning primarily related to program outcomes appropriate to each degree. A number of other indicators are tracked, e.g., attendance, peer reviews, hiring assessments, end-of-course surveys, and withdrawals. While there is considerable diversity in the assessment methods employed for the specific degree programs, educational assessment at Baker SPGS utilizes a common process involving each of the following steps. Create Statement of Purpose for the program. The Statement of Purpose clearly identifies why the program exists, its broad educational goals and overall philosophy. All assessment efforts are consistent and closely aligned with program outcomes. Develop Program Outcomes.

Specific learning outcomes are developed for each program and course. These outcomes are essential to the assessment process, and all assessment measures developed are related to these outcomes. Faculty members play a prominent role in the development of learning outcomes and program assessments. Develop or identify program assessment instruments to assess student performance on program outcomes.

Having identified what is considered important for students to learn, methods for assessing the effectiveness of the learning experience are developed. These measures are tied directly to learning outcomes. Diverse methods are implemented to gain the most accurate, appropriate, and useful information possible. Careful consideration of the need to maximize institutional resources is particularly important at this stage of the process. Implement assessment measures and collect data.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 9 Program summative assessments are developed by the university to address each program outcome. All courses and instructors responsible for collecting summative data for the given outcome use the same assessment and evaluation rubrics. Data are derived from the summative assessments annually. Develop findings of assessment measures. Having collected data, appropriate conclusions are drawn. Of particular importance is the attempt to collect data over time in order to search for trends and patterns of consistency and inconsistency. Report findings of assessment measures to relevant constituencies.

As data are collected and interpretations are made, information is shared with diverse constituencies, including students, individual faculty, faculty program and assessment committees, and university administrators. Develop and evaluate responses to findings.

 Educational assessment is committed above all else to provide evidence of student learning and improve the quality of education at SPGS. Perhaps at no place in the process is it more important to keep this primary purpose in mind. The development and evaluation of learning outcomes and assessments measures, as well as the collection and interpretation of data, become meaningful when the university uses the data to recommend program changes. Recommendations for substantive program changes are submitted to the appropriate governance bodies for approval.

Given the cyclical nature of assessment, it is necessary to assess the value of the responses made as a result of past assessment efforts. Similar to the entire assessment cycle, this is an ongoing process. Results of all assessments are regularly employed in goal setting, strategic planning, and implementing strategies to assure continuous improvement and to enhance student learning. As data are collected and interpretations are made, information is shared with diverse constituencies, including students, individual faculty, faculty program review and assessment committees, and university administrators. The assessment system comprises a series of academic assessments gathered throughout coursework and program reviews throughout the program, as well as graduate surveys designed to gather evaluative data on the graduate’s perceived competence on program outcomes.

Additional assessments are gathered and documented through ongoing program reviews scheduled in an ongoing cycle. These extensive studies analyze and evaluate total degree programs, including alignment of program and course goals; course scheduling/curriculum offerings /assessment data on student learning; and feedback provided by a range of constituents, including current students, staff, faculty, employers, and program graduates. Recommendations are submitted to Faculty Senate.

Because the assessment process is continuously evolving, the use of specific assessment instruments is subject to change depending upon organizational need.

Student End-of-Course Surveys ask students to evaluate faculty performance, curriculum quality, and technology enhancement of learning. Faculty End-of-Course Surveys ask faculty to evaluate curriculum quality and student success within the course. Student End-of-Program Surveys ask students to evaluate various features of the SPGS programs, including administrative and student services, and instructional components. Graduate Status Report assesses the long-range effects of the program and parallels the End-of- Program Survey. Graduates are asked about their plans for continuing their education. This report is administered by the Career Development Center, Baker University Baldwin City campus.

Graduate Surveys are administered to SPGS alumni one year after program graduation. The survey gathers evaluative data on the graduates’ perceived competence on program outcomes.

ASSESSMENT OF INSTITUTIONAL EFFECTIVENESS Overall assessments culminate in documentation that supports accountability measures (e.g., student learning, instructional competency, and program change). These measures are specifically outlined as goals in the SPGS Strategic Plan and, as such, are routinely reviewed to determine overall institutional effectiveness. Assessment results are shared with internal and external constituents.

PROGRAM ASSESSMENT MEASURES Assessment of learning outcomes at Baker SPGS is based on the SPGS Statement of Educational Goals as adopted by the Faculty Senate, University Academic Cabinet, and University Administrative Cabinet. The assessment of each of these learning outcomes is outlined in the pages that follow.

Common Student Assessments

1. In-course Assessment All program outcomes are closely linked with the required sequence of courses in each program. Course assessments are developed for all program outcomes and data are collected on these assessments. Outcome driven assessments are administered in accordance with the program assessment matrix. Additional course assessments are used by instructors and data are not collected on these assessments. 2. Student End-of-Course Survey All program participants voluntarily complete this survey for each course. Students are asked to evaluate faculty performance, curriculum quality, and technology enhancement of learning. 3. End of Program Survey All program participants voluntarily complete this survey in their last course. Students are asked to evaluate various features of the SPGS programs, including perceptions of learning, administrative and student services, and instructional components.

4. Graduate Survey Graduate surveys are administered to SPGS alumni one year after program graduation. The survey gathers evaluative data on the graduate’s perceived competence on program outcomes.

5. Portfolio Some graduate students are required to submit a portfolio at the end of their program. The portfolio requires students to present program artifacts that demonstrate competence on program outcomes. Portfolios are evaluated by SPGS faculty.

6. Field Assessments Select undergraduate and graduate business program cohorts will be administered ETS field assessments each spring to randomly assess and compare program candidate performance with national student assessment performance.

1. Peer Review The Baker SPGS Peer Review Team evaluates every instructor on an annual basis. A committee member visits a class for two hours or one week of online instructional time and writes an evaluation of the instructor, according to the Peer Review rubric. The instructor is then given a copy of the evaluation and is asked to provide an assessment pertaining to the validity and value of the evaluation. 2. Faculty End-of-Course Survey All faculty members complete this survey for each course. Faculty members are asked to evaluate curriculum quality and student success within the course. 3. Faculty Assessment Faculty interested in teaching at Baker University – SPGS are required to participate in the faculty assessment process through Baker Academy. Activities in this process include an interactive presentation, problem solving activities, a critique of a student proposal, and group activity. All potential faculty members participating in this process are evaluated by a team of students, current adjunct and full-time faculty, and staff.

ASSOCIATE OF ARTS IN BUSINESS (AAB)

Statement of Purpose The Bachelor Year 1 & 2 (BAC) Program curriculum is a lower-level undergraduate sequence of courses designed for working professionals. Students may pursue the Associate of Arts in Business degree (AAB) and/or apply the credit hours toward the completion of a bachelor’s degree. The BAC course sequence provides a foundation in business, including accounting, economics, finance, marketing, and management. Additional courses provide the required general education core, including humanities, social science, science, math, communication, and English. Through this sequence of courses, students develop critical thinking, problem solving, and written and oral communication skills as well as leadership and teamwork skills. In support of the University's mission, the program encourages the development of responsible, ethical, and socially committed graduates. The Associate of Arts in Business degree program has a 63-credit-hour requirement, which includes 21 credit hours required in residence. The program is structured so that students concentrate on one course at a time and move through the courses in a specific order. Students complete the course sequence in the order recommended by the University.

AAB Program Outcomes

Upon completion of the program, the AAB graduate should be able to demonstrate the following skills and abilities:

• Communicate effectively in written and oral modes. • Utilize critical thinking and reasoning skills. • Solve problems and make decisions thoughtfully. • Describe the basic functions of a business community. • Apply fundamental mathematical concepts and operations. • Employ research skills using technologies and credible resources.

AAB Program Assessments

Baker University is committed to the systematic assessment of student learning that occurs in each course of study and each program of study that lead to a degree awarded by the University. Assessment initiatives are dynamic and seek continuous improvement based on student, faculty and administrative staff feedback. All University constituents are encouraged and expected to participate in the collection and analysis of assessment documentation.

Common Assessments (In-course Assessment)

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 15 All program outcomes are closely linked with the required sequence of courses in each program. Course assessments are developed for all program outcomes and data are collected on these assessments. Outcome driven assessments are administered in accordance with the program assessment matrix (see below). Additional course assessments are used by instructors and data are not collected on these assessments. Submit data collected for the following assessments using TaskStream.

 ASSOCIATE OF ARTS IN BUSINESS (AAB)

Program Learning Outcomes and Common Assessment Assignments

Program Learning Outcomes Common Assessment Assessment Method Course

1.Communicate effectively in CO 102 Business Reflective Communication written and oral modes Communication Paper and Oral Presentation

2.Utilize critical thinking and HU 111 Critical Thinking Critical Thinking Paper reasoning skills

3.Solve problems and make BU 230 Financial Planning Analysis of a Financial Topic thoughtful decisions 4.Describe the basic functions BU 220 Foundations of Business Functions of a business community Business Management Presentation

5.Apply fundamental MA 145 College Algebra Individual Paper mathematical concepts and operations 6.Employ research skills using HI 231Decades of Change Research Paper technologies and credible resources

BU 110: Introduction to Business Education

Credit Hour: 3 Duration: 5 weeks

Course Description: SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 16 This introductory course is for adult students pursuing a business degree. Topics include oral and written communication skills, critical reading and reflection, effective research skills using technologies and credible sources, study skills, time management, and group interaction.

Course Objectives: After completing this course, students should be able to  Build a connection to Baker University  Utilize Baker University web site resources and apply policies and procedures  Write and give presentations using appropriate academic formats  Apply academic success skills and other habits of highly successful students  Develop effective collaborative skills

 SO 242: Society and the Individual

Course Description: An essential goal of sociology is to understand the dynamic relationships between social structures and individual values and behaviors. This course explores the nature of human interaction in its social context. Primary focus is given to the study of the relationship between norms, social roles and society. The course also discusses the nature of social identities, social transactions and the development of the “self.” How each applies to gender and sexuality, obedience and conformity, socialization and groups will also be discussed.

Course Objectives: After completing this course, students should be able to  Reflect on one’s formal and informal learning experiences and their impacts on current learning and growth.  Critically examine one’s own values, perspectives, and attitudes as they impact self and attitudes as a part of a global societal unit.  Examine one’s own roles within your life, society and the global sphere.  Critically evaluate one’s own culture and the cultures of others and how cultural assumptions affect group interactions.  Reflect on experience, knowledge and skills to examine current issues and concerns in global contexts.  Demonstrate growth in academic skills such as oral and written communication and presentations.

BU 102: Business Writing

Course Description:

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 17 This course introduces students to the fundamentals of college writing and writing in the business settings. Students will learn to use the writing process as well as different rhetorical strategies to develop logical, organized business communications and classroom essays. Emphasis will be placed on communicating ideas clearly and using feedback to edit and improve work.

Course Objectives:

After completing this course, students should be able to  Express ideas using a variety of rhetorical strategies while observing the conventions of standard American English.  Incorporate relevant scholarly research into essays and cite sources correctly and consistently using MLA format.  Write a concise thesis statement and develop it using strong supporting details.  Apply strategies for prewriting, drafting, revising, and editing to develop logical, organized business written communications and essays.

 Analyze essays and critically respond to others’ ideas and writing strategies in a constructive and substantive way.  Reflect on personal strengths and weaknesses as a writer and use instructor and peer feedback to improve writing.

PS 115: Introduction to American Politics

Course Description:

Introduction to American Politics introduces students to the basic concepts of American politics, including its classical roots and theoretical basis, the Constitution, the three branches of government, civil liberties, public policy, the mass media, and foreign policy. At the conclusion, students apply their understanding of the theories to specific current problems.

Course Objectives:

After completing this course, students should be able to

 Summarize the circumstances involved in the founding of the United States Government, including the principle of Separation of Powers and Checks and Balances  Define Federalism  Identify the branches of the Federal Government, including the structures, functions, and current leaders  Differentiate between Civil Rights and Civil Liberties within the context of the Bill of Rights and the remaining Amendments to the Constitution  Evaluate the role media, public opinion, and interest groups play in shaping policy  Outline how former and current political parties in the United States shape(d) government SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 18  Illustrate the Progressive Movement’s influence on voting and participation  Analyze the importance of citizens in the functioning of Federal, State, and local Governments

EN 110: Literature and Ideas

Course Description:

Literature and Ideas introduces students to various forms and genres of literature while developing their skills in reading, thinking, discussing, and writing. Students will identify basic literary techniques and devices used to create meaning and effect, learn to analyze literature for cues about purpose, audience, and agenda, and build skills in interpreting complex literary messages as they recognize that authors, poets, and playwrights write from the society they know. Students will interpret and articulate what the literature shows them about human life and struggles.

Course Objectives:

  Read actively to identify techniques and artistic choices authors make to affect readers.  Explain the ways literary works represent, explore, and possibly influence the eras and cultures from which they spring.  Effectively articulate your interpretations of and critical response to literature, both orally and in writing.  Analyze thematic concepts and the relevance of those ideas to human experience.  Formulate an argument about the aesthetic, social, and/or cognitive meaning and value of literary works.

HU 111: Critical Thinking

Course Description:

Critical Thinking introduces students to logic and the ability to think clearly and critically, primarily through practice in inductive and deductive reasoning. The course emphasizes recognition of fallacious reasoning, unclear or misleading language, and manipulative techniques in various forms of communication.

Course Objectives:

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 19  Evaluate the elements and composition of arguments  Analyze the validity and soundness of verbal and written arguments  Develop arguments that are valid and logically sound  Critique logical fallacies  Manifest critical thinking skills in real-world decision making and problem solving

Supports Program Learning Outcome(s): 2, 3 Common Assessment 2: Utilize critical thinking and reasoning skills Assessment method to measure program performance: Critical Thinking Paper Students will write a Critical Thinking Paper on a current issue that has two clearly defensible sides. The paper should be no less than 1,200 words (at least 4 pages—see formatting standards under instructor expectations below). Work on this paper will proceed in stages over the period of the course. Refer to the grading criteria chart below for due dates. The Topic/Issue Statement: Submit a topic and write one sentence that identifies the issue; clearly state the position you will take on this topic. This topic must have at least two defensible sides. Tip: think of your thesis statement as an exercise in identifying an “issue” (review Chapter 2). The Rough Draft/Feedback: Write a draft version of your final paper. Exchange your draft with one other member of your class. Use the “checklist to improve your writing” to offer suggestions to your classmate and use the “research paper rubric” to evaluate and “grade” your classmate. Return this

 feedback to your classmate with enough time for them to write the final paper. Then submit this feedback to your instructor with a completed Rubric. You will receive full credit for completing this assignment.

The Final Paper: The following is an outline that should help you organize your work, a standard format for writing research papers. Your draft and final papers will take these elements and set them in a formal sentence/ paragraph form.

A. INTRODUCTION/QUESTION/THESIS STATEMENT: You should start with a short introduction that explains and justifies your central argument. Work the question you are trying to answer into the introduction. Your answer to the question, or claim, should be a clear, generalizable argument and this answer/argument most likely will be the last sentence of your introduction. B. ISSUE: You should provide a brief overview of the issues surrounding the topic. The overview should be an observation, rather than a judgment, of the issue. C. COMPETING CLAIMS: What do the people who agree with you say? What do those who disagree with you say? Why might either side be right? What evidence supports their position? Why might they be wrong?

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 20 D. CRITERIA: How will you prove your case? What kind of evidence is necessary to prove your case? How much will you need in order to prove it? In short, what standards will you set in order to demonstrate that you have proven your thesis to be valid? E. REASONS AND EVIDENCE: Why should the instructor believe you? What evidence do you have to prove your point? This section should be well organized and focus on supporting your central argument. Use different types of evidence to support your claim. Make sure your claim is supported thoroughly by the evidence and that it takes into account rival claims and rival evidence. F. QUALIFIER: To what extent are you right or wrong based on the evidence? Do you have a high or low degree of probability? Taking into account rival arguments and opposing views, how valid is your argument? G. CONCLUSION: Explain how your argument is valid and/or sound. How does your analysis support your central argument?

RESEARCH: Include at least three sources. Two sources must be from a library database such as Academic Search Premier or other EBSCO database. For the other source, you may reference websites, but make sure that your information is from reliable sources. Any random website does not constitute a source—you should get your data from news outlets, journals, and books. You should not cite the instructor’s lectures; they do not constitute research. You may cite the textbook, but it does not count as one of the required three sources. You may, however, consult the textbook’s footnotes or endnotes to pursue original sources. Do not cite Wikipedia or any other encyclopedia source. Encyclopedias offer good general information, but may not be completely reliable and do not help you convey a sense of expertise about your subject. Block quotes are permissible when used according to proper conventions. Cite in-text sources in MLA parenthetical format. Include a MLA Works Cited page at the end of the essay. For more MLA information, refer to A Writer’s Reference or the MLA Formatting & Style Guide

 HU 111 Critical Thinking Paper Rubric

Measures AAB Program Learning Outcome 2: Utilize critical thinking and reasoning skills.

Criteria Unsatisfactory Basic Proficient Distinguished Score 0.0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0

1. Introduction The introductory The introduction The introduction The introduction Question and paragraph is not is a bit scattered, provides a nice very effectively Thesis satisfactory and the but acceptable. introduction for the introduces the question and/or The question paper. The question paper. The question thesis statement are and/or thesis and thesis statement and thesis not understandable. statement lack are sufficiently statement are clarity. clear. crystal clear.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 21 2.Criteria The essay does not The concepts and The essay offers The essay presents offer any criteria for identification are sufficient criteria and consistently evaluating evidence mentioned but for evaluating the applies clear or proving the not clearly validity of the thesis criteria for validity of the explained. statement. evaluating the argument. Reasoning skills Reasoning skills are validity of the Reasoning skills are are basic. evident. thesis statement not evident. and may utilize theories and concepts to illustrate the student’s understanding of the theory behind the argument. Reasoning skills are strongly evident.

3.Competing The essay does not The essay implies The essay lists and The essay arguments address competing the existence of examines the basic thoroughly arguments. Critical or briefly competing analyzes and thinking is not acknowledges arguments relevant applies the evident. competing to the central thesis. competing arguments. Critical thinking is arguments relevant Critical thinking evident. to the central is weak. thesis. Critical thinking is strongly evident.

4. Evidence The essay lacks The essay offers The essay offers The essay offers evidence or lacks some evidence, evidence that evidence that fully credibility or but it is not advances the central and thoroughly relevance. Critical appropriate or argument. Critical supports the thesis. thinking and sufficient to thinking and Critical thinking reasoning is not adequately reasoning are and reasoning are evident. support the evident. strongly evident. thesis. Critical thinking and reasoning is weak.

5. Analysis The illustrations The illustrations The illustrations The illustrations and analyses are and analyses are and analyses are are clear, relevant, nonexistent or lack difficult to follow fairly clear and and easy to relevance and/or or may fail to complete. Critical understand. Critical clarity. The student critically explain analyses exhibit the analyses exhibit the shows little or no main ideas. writer’s knowledge writer’s detailed basic knowledge of Some knowledge of the main ideas. knowledge of the the main ideas of the main ideas main ideas. related to this topic. related to this topic is demonstrated.

6. Conclusion There is no The conclusion The conclusion The conclusion conclusion or the provides a limited provides a good provides an conclusion does not summary of the summary of the excellent summary adequately paper and paper and the of the paper and the summarize the arguments position(s) taken. position(s) taken

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 22 paper and the presented. It The summary does related to the position taken. tends to be too not introduce new thesis. The detailed, broad, material. conclusion is or irrelevant. sufficiently brief and does not introduce new material.

7. Organization, The essay lacks a The essay may The essay is The essay is very Style, and sense of direction or have a reasonable adequately well organized and Length coherence and ideas flow, but the organized and follows the outline are illogically reader appears developed, provided in the sequenced. confused about generally assignment. Sentences are the direction of supporting ideas Sequence is clear rambling and the paper due to with reasons and and effective. disconnected, the poor sequencing. examples. The Paragraphs support wording is often The student student follows the the thesis in a incorrect, and the misses key outline provided in logical manner and tone is not components of the assignment. each paragraph appropriate for the the essay or does The writing contains a topic intended audience. not follow the displays some sentence and Essay is extremely outline provided. syntactic variety, supporting short or extremely The writing sentences have information that long. displays limited variety, and the tone ties logically to the control of syntax is appropriate. topic of the and the Essay goes a bit sentence. The vocabulary and beyond or under 6 sentence structures tone are weak. pages. are varied and Essay goes well clear. The beyond or under vocabulary and 6 pages. tone are excellent. Essay is 6 pages.

8. Sources Cited Fewer than six Fewer than six Six relevant and Six or more & MLA sources are cited sources are cited credible sources are relevant and Format (fewer than three (fewer than three cited (at least three credible sources are are from a library are from a library are from a library cited (at least three database) and/or the database) that database) that are from a library sources cited lack have some provide good database) that relevance to the connection with information on provide thoughtful positions taken by the positions positions taken by insight on the the writer. Citations provided by the the writer. position(s) taken by have several errors. writer. Citations Citations are in the writer. Both positions are include some MLA format. Both Citations are in not equally errors Both positions are MLA format. Both discussed. positions are discussed; but positions are discussed with sources are not well discussed; sources basic source balanced between cited are balanced references. the two. between positions.

9. Conventions Proofreading is not Proofreading is Proofreading is not Proofreading is evident. The paper not thorough. thorough. The evident. The contains several The paper paper contains few paper contains errors in spelling, contains several errors in spelling, minimal errors in grammar and errors in grammar and spelling, grammar punctuation (9+ spelling, punctuation (3-5 and punctuation per page). grammar and per page). (0-2 per page).

CO 102: Business Communication

Course Description:

In this course, students build interpersonal, small group and public presentation skills. Course content focuses on the process of communication, self-concept, perception, listening, leadership in groups, language and nonverbal communication as well as research, design and delivery of public presentations.

Course Objectives:

 Summarize the components of the communication process  Demonstrate skill development in effective use of listening, language and nonverbal communication  Analyze communication behavior in relationships  Examine the dynamics of small group interaction  Use a variety of research techniques to prepare for a public presentation  Design and deliver informational and persuasive messages

Supports Program Learning Outcome(s): 1, 2, 6 Common Assessment 1: Communicate effectively in written and oral modes Assessment method to measure program performance: Reflective Communication Paper and Presentation

Self-Disclosure Paper Analyze a relationship you have through the eyes of the Johari window. You may look at how the relationship has changed over time, where you want it to go, or where it did not go. Refer to book material at least 4 times in the paper and the presentation. The paper must be two pages in length and written in MLA format but this paper is an individual reflective style paper. Please make sure that you are answering all questions requested. The paper must be 2 pages. This paper does not require research outside of the textbook; instead, it requires self-assessment and reflection and demonstration of understanding of the theories and concepts discussed in your SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 24 chapter readings. If you use information directly from the textbook, you must cite the source. Think of this assignment as a way for you to demonstrate your understanding of the concept and its application. Late papers will not be accepted. Please use the following specifications for all papers in this course:

 1 inch margins  12-point font  Double-spaced  Times New Roman

Presentation The presentation will be 3-4 minutes in length and will be over your self-disclosure paper. The presentation will be a topical organization pattern. You will be standing in the front of a room, dressed up, with note cards – no pieces of paper – ONLY note cards.

 If on-ground, you will give your presentation to your classmates.  If on-line, you will give this presentation as if you are presenting in front of your classmates. You CAN NOT use PowerPoint. You must have someone video record the presentation (usually via a phone). You must have the person video recording pan around the room to show you have AT LEAST 2 people in the audience watching your presentation. You are to look at the audience members – not at the camera.

Online video link instructions: Once you have recorded your presentation, it will be uploaded to YouTube. Follow the instructions below.

1. Create a YouTube account. 2. Upload your video. Once that is done (which may take a while depending on your internet speed, you can manage the video’s privacy settings as explained in the videos below: https://www.youtube.com/watch?v=poGiVTXuqS8 - How to Make Your YouTube Videos Private https://www.youtube.com/watch?v=fViYcDDZyhk - YouTube Settings: Unlisted v. Private v. Public

3. Post the link to your video in the “Assignment” section for the presentation on Moodle. 4. Once I have viewed and graded your video, feel free to take the video off of YouTube.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 25 CO 102 Writing Rubric Measures AAB Program Learning Outcome 1: Communicate effectively in written and oral modes Unsatisfactory Basic Proficient Distinguished Score Criteria 0.0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0

1.Provides Self- Essay lacks student Essay shows some Essay shows Essay shows deep Assessment and reflection and/or student reflection student reflection reflection and self- Reflection based self-assessment. and/or self- and self-assessment assessment on the on questions Questions are not assessment, but on the questions questions given by given. answered. doesn’t fully address given, providing providing detailed, the questions given. adequate personal tangible personal examples. examples.

2.Demonstrates Essay shows little to noEssay shows basic Essay shows Essay shows understanding understanding of understanding of proficient distinguished of theories and theories and concepts. some theories and understanding of understanding of concepts related Content vocabulary is concepts through theories and several theories and to missing. definitions, concepts through concepts through communication. descriptions and definitions, definitions, applications. descriptions and descriptions and Content vocabulary applications. applications. is minimally used. Content vocabulary Vocabulary related is proficient. to the content is used.

3.Organization Written The organization of The essay shows The essay shows and coherence communication is the content is effective written excellent written unsatisfactory. The evident but may lack communication communication organization of the overall coherence, through: overall through: a logical content is difficult minimizing the organization of the and compelling to follow or effectiveness of the content, acceptable order with an significantly written paragraph introduction deviates from the communication. construction, an containing a strong position the writer Paragraph introduction thesis statement, has taken. construction is containing a good body paragraphs, Paragraph evident but is not thesis statement, and conclusion that construction is well developed. and body are well-developed unacceptable. Thesis is present. paragraphs, and and move the Sentences structure Sentence structure is conclusion. reader through the is simplistic and/or simplistic and/or Sentence structures content. Sentences awkward. awkward in some are edited for are varied in Transitions between paragraphs. An clarity. Transitions composition and ideas or paragraphs attempt is made to between paragraphs length. Transitions are missing. The transition between and ideas are between paragraphs paper includes no ideas and obvious. The and ideas are discernible paragraphs. The conclusion present and summary or paper includes a summarizes the effective. The conclusion. concluding main points of the conclusion paragraph but the paper. summarizes the summary does not main points of the include the main paper and brings points made in the the paper to a paper. compelling end.

4.MLA format Current MLA Current MLA format Current MLA Current MLA format is not used. is used with some format is used with format is precisely Essay does not meet errors. Essay almost minimal errors. used. Essay meets page requirement. meets page Essay meets page

5.Conventions Proofreading is not Proofreading is Proofreading is not Proofreading is evident. The essay basic. The essay thorough. The essay evident. The essay contains too many contains several contains a few contains minimal errors in spelling, errors in spelling, errors in spelling, errors in spelling, grammar and grammar and grammar and grammar and punctuation. punctuation. punctuation. punctuation.

CO 102 Presentation Rubric

Unsatisfactory Basic Proficient Distinguished Criteria Score 0.0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0

1. Knowledge of Presenter/s Presenter/s Presenter/s Presenter/s presenter(s) demonstrates demonstrates a demonstrates a demonstrates a insufficient basic level of proficient level depth of content knowledge of the content knowledge of content knowledge that content. Does not that briefly knowledge that engage audience in engages audience mostly enhances critical in critical encourages audience’s critical thinking/reasoning thinking/reasoning. audience to thinking and/or . Presenter does Presenter lacks think reasoning. not demonstrate confidence in critically/reason. Presenter confidence. several areas. Presenter’s demonstrates confidence confidence in might wane at some points, but delivery of the is mostly strong. message.

2. Audience Eye contact, Eye contact and Face-to-Face Face-to-Face Engagement vocal tone and vocal tone are not presenter(s) use presenter/s use enthusiasm are appropriate. appropriate eye excellent eye missing. Delivery Enthusiasm is contact, vocal contact, vocal style is distracting and does not lacking. Delivery tone and tone and attract engagement style attracts enthusiasm to enthusiasm to from the audience. limited attention engage engage audience. from the audience audience. On- On-line and encourages line presenters presenter/s use a limited audience use vocal tone, variety of vocal engagement. body language tone, body and enthusiasm language and through video to enthusiasm engage through video to audience. engage audience. Presenter/s work Presenter/s make to make audience curious audience and enthused. curious and enthused.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 27 3. Organization Presenter/s show Presenter/s show Presenter/s Presenters show Skills unsatisfactory oral basic oral show proficient distinguished oral communication communication oral communication skills. Sequence is skills: logical communication skills by using a illogical. No sequence is offered skills by using a outline is given. but is somewhat logical logical sequence. difficult to follow. sequence. Presentation Presentation Presentation outline (road outline is difficult outline (road map) is clearly to follow. map) is offered spelled out in the in the introduction and introduction and followed followed throughout the throughout the presentation. presentation.

4. Visual aids Presenter/s visual Presenter/s use Presenter/s Presenter/s use and Technology aids do not support basic technological proficiently use current the message and/or applications for technological technological are a source of visual aids. applications that applications to distraction. engage the engage audience audience and precisely visually. reinforce the message visually.

TH 110: Theatre: Playwright to Production

Course Description:

This course introduces students to the art, craft and business of theatre. Students will become familiar with the roles of the playwright, actor, director, designers and other theatre professionals in the collaborative creation of works for the stage. Other topics include the role of the audience, play genres, dramatic structure, types of theatres and musical theatre. Students will attend and evaluate a live theatre performance.

Course Objectives:

 Identify the relationships and distinctions between performance and a theatrical text.  Outline the process of bringing a script to the stage.  Demonstrate an appreciation and understanding of theatre as a collaborative art form, business and culturally shared experience.  Identify and recognize the contributions of key members of the collaborative team that create and perform theatre.  Define and apply a vocabulary of theatre terms. SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 28  Utilize critical, analytical, and divergent thinking in the analysis of plays as written text and in performance.

  Evaluate a live production for important aspects such as acting, directing, set, costume, lighting and sound design, front of house customer service and overall success as a performance.

HI 231: 1945-1980: Decades of Change

Course Description:

In this course, students explore the significant events in American history from World War II to 1980 and the impact of these events on the present. Course content focuses on foreign and domestic policy, social and cultural change, politics, and the economy.

Course Objectives:

 Summarize chronologically the administrations of Truman, Eisenhower, Kennedy, Johnson, Nixon, Ford, and Carter  Analyze the effects of the Cold War on American foreign and domestic policy  Analyze cultural changes in the U.S. from 1945 to 1980 and the effects on American domestic and foreign policy  Examine significant events and movements such as the Berlin Airlift, the Korean War, the Civil Rights Movement, the Vietnam War, Watergate, and the Energy Crisis  Synthesize interview and research techniques to prepare a group presentation  Combine research techniques and writing skills to prepare a research paper

Supports Program Learning Outcome(s): 2, 6 Common Assessment 6: Employ research skills using technologies and credible resources (HI 231) Assessment method to measure program performance: Research Paper Each student researches a topic that falls within the scope of the class (1945-1980), formulates a well-defined thesis, and writes a thesis paper. The paper is to be six to ten pages. Specific evidence must be provided in the paper to support the thesis. The paper is to exhibit college-level critical thinking and writing. The paper is to be in MLA format, including in-text citations and a corresponding Works Cited page. Proper documentation of all quotations (which should be used

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 29 sparingly), ideas, facts, information, data, opinions, or other material from a source is a critical requirement of this assignment.

HI 231 Research Paper Measures AAB Program Learning Outcome 6: Employ research skills using technologies and credible resources CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Understandin Topic and key Topic lacks Topic is mostly Topic is relevant g of Key Issues issues are unclear. relevancy or relevant and and appropriate for appropriatness for appropriate for the the assignment. Textbook theory the assignment. Key assignment. Key Key issues within and/or application issues within the issues within the the topic are is lacking. Final topic are defined topic are defined. clearly and product lacks but with some logically defined. orientation to confusion. The synthesis of issues, timeliness textbook theory and The synthesis of of data, and/or Textbook theory practical application textbook theory accuracy of and application is is presented. Final and practical information. presented. Final product application is product lacks demonstrates clearly presented. orientation to orientation to issues, Final product issues, timeliness of timeliness of data, demonstrates data, and/or and accuracy of orientation to accuracy of information. issues, timeliness information. of data, and accuracy of information.

2. Clarity of Comprehension, Content lacks one Content is mostly Content is Discussion accuracy or or more of the comprehensive, comprehensive, critical thinking following: accurate, and accurate, and are missing. comprehension, exhibits college- exhibits college- Subject analysis is accuracy or critical level critical level critical missing. Context thinking. Subject thinking. Subject thinking. Subject of paper is unclear analysis does not analysis isalmost analysis is and irrelevant. addresses all complete and complete and elements of the addresses most addresses all assignment. Some elements of the elements of the context of paper is assignment. Context assignment. unclear or of paper is clear and Context of paper is irrelevant. relevant. clear and relevant.

3. Readability Student’s Student’s Student Student and Style communication is communication is communicates communication is unsatisfactory. basic with proficiently with distinguished with Sentences and sentences and sentences and sentences and paragraphs are paragraphs that paragraphs that are paragraphs that are confusing and are need some work mostly clear and clear and logical not logical. The with clarity or logic. logical and maintain and maintain the flow pattern is The paper has some the flow throughout flow throughout erratic and not flow throughout the the paper. The tone the paper. The tone maintained paper; the tone is mostly is appropriate for SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 30 throughout the meets the appropriate for the the assignment. paper. The tone is requirements of the assignment. The The conclusion inappropriate for assignment. The conclusion summarizes the the assignment. concluding summarizes the main points and The conclusion is paragraph is main points and brings the essay to not discernible. provided but adequately closes a compelling end. ineffective in some the essay. way.

4. Credible Textbook References from the References from the Specific references Sources and references and textbook and other textbook and other from the textbook Research Skills other sources are sources are not credible sources are and other credible missing. Sources properly cited. cited. Thoughtful sources are cited lack Thoughtful decision decisions are properly cited. relevance to the is lacking in choice evident in the Thoughtful positions taken by of sources. choice of sources. decisions are the writer. evident in the choice of sources.

5. MLA Format The essay has The essay has fewer The essay has fewer The essay and technologies four or more than four MLA than two MLA conforms to MLA MLA errors. errors. Works Cited errors. Works Cited formatting and Works Cited does does not show that shows that complies with not show that technologies such technologies such as MLA technologies such as library databases library databases are requirements. as library are used. used. Works Cited shows databases are that technologies used. such as library databases are used.

6. Conventi Proofreading is Proofreading is not Proofreading is not Proofreading is ons not evident. The thorough. The essay thorough. The essay evident. The essay essay contains contains errors in contains errors in contains minimal errors in spelling, spelling, spelling, errors in spelling, punctuation, and punctuation, and punctuation, and punctuation, and

grammar (9+ per grammar (6 - 8 per grammar (3 - 5 per grammar (0 - 2 per page). page). page). page).

PY 258: Industrial and Organizational Psychology

Course Description:

This course introduces students to the factors that influence human behavior in organizational settings, emphasizing scientific analysis of individual processes, group processes, and organizational structure and design. Investigate specific areas such as personnel psychology, organizational psychology, factors in the workplace, and consumer psychology.

Course Objectives:

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 31   Position industrial and organizational (I/O) psychology within the business setting  Appraise methods for understanding human behavior within organizations  Develop an employee selection process, including psychological testing  Analyze methods of performance appraisal  Develop methods for training nonsupervisory and supervisory employees  Score the efficacy of leadership theories in various organizational settings  Evaluate theories of employee motivation and the relationship of these theories to job satisfaction  Differentiate between classic and modern organizational styles  Categorize engineering psychology’s position in business settings  Determine how consumer psychology fits in everyday life

BI 120: Human Ecology Credit Hour: 3 Duration: 5 weeks Course Description:

A biology course for the non-scientist, Human Ecology introduces the terminology and world view of biological science by examining the impact of modern technology on human ecology.

Course Objectives:

 Position the Earth's major environmental problems and potential solutions within the context of environmental history  Analyze the science underlying the major systems which model matter and energy flows through ecosystems  Define ecology and environmental sustainability  Differentiate between weather and climate by describing their respective roles in shaping terrestrial and aquatic biodiversity  Formulate your ethical positions on environmental issues, incorporating your own behavioral changes  Position diversity within ecosystems, including how evolution produces it  Evaluate the influence of human activities on populations, communities, and ecosystems

BU 230: Financial Planning

Course Description:

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 32 In this course, students learn about the role of consumers in the economy. Students will develop a basic financial plan, apply budgeting procedures in daily and monthly spending plans, calculate principal and interest, define types of consumer credit, and identify types of housing mortgages. Applying course  concepts, the student will be able to determine individual insurance needs and be able to explain employee and retirement benefits.

Course Objectives:

 Use the basic terminology of personal finance  Interpret the basic financial statements and apply the budgeting process  Describe the financing alternatives and process of home buying  Summarize the principles of insurance and risk management  Compare and contrast the major types of investment alternatives  Defend the importance of retirement and estate planning

Supports Program Learning Outcome(s): 2, 3, 5 Common Assessment 3: Solve problems and make thoughtful decisions (BU 230) Assessment method to measure program performance: Analysis of a Financial Topic Each student will be asked to write a paper that analyzes a personal problem or a case study. The instructor will coordinate the approval of the problem or case study with the student. The student will write an analysis and recommendation paper based on the financial planning process. This process includes (1) A determination of the current financial situation, (2) A statement of the financial goal, (3) An identification of alternative courses of action, (4) Evaluation of alternatives, (5) An action plan, and (6) A review of potential courses of action if the financial situation changes. The paper must be a minimum of four pages and a maximum of eight pages, depending on the instructor’s requirements. The student’s paper may utilize tools from the text, such as spreadsheets, to aid in the analysis of the problem. Also, the student should incorporate at least three reliable sources that provide recommendations from personal finance professionals from print or internet sources. Government sources may be necessary if the issue is relative to tax or legal requirements. The paper must follow MLA format. Cite in-text sources in parenthetical format, and include a complete work-cited list at the end of the paper. See provided rubric.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 33 BU 230 Analysis of a Financial Problem or Case Study Rubric Measures AAB Program Learning Outcome 3: Solve problems and make thoughtful decisions CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

4. Statement of The introduction The introduction The introduction The introduction financial is confusing and provides a thesis opens and ends with uses an attention- problem and has no thesis statement a clear and concise getting opening and goal statement addressing the thesis statement ends with a clear addressing the financial problem addressing the and concise thesis financial problem and goal. financial problem statement and goal. and goal. addressing the financial problem and goal.

5. Problem The student The student The student The student Solving Plan provides no provides a strategy provides a general provides a specific of Action and strategy or to the problem. The strategy and strategy and Contingency recommendation solution to the recommendation to recommendation Plan for the problem. problem would be the problem. The for the problem. The solution to judged acceptable solution to the The solution to the the problem by personal problem would be problem would be would be judged financial planning. judged acceptable judged sound by to have errors by A general plan of by personal personal financial personal financial action is addressed financial planning. planning. Specific planning. No if the situation Alternative plans of alternative plans of alternative plans changes. action are addressed action are of action are Thoughtful if the situation addressed if the addressed if the decision making is changes. situation changes. situation changes. evident at a basic Thoughtful decision Strong thoughtful Thoughtful level. The six making is evident. decision making is decision making processes from All six processes evident. All six is not evident. assignment are not from assignment processes from All six processes fully addressed. are addressed. assignment are from assignment accurately are not addressed. addressed.

6. Readability Student’s Student’s Student Student and Style communication is communication is communicates communication is unsatisfactory. basic with proficiently with distinguished with Sentences and sentences and sentences and sentences and paragraphs are paragraphs that paragraphs that are paragraphs that are confusing and are need some work mostly clear and clear and logical not logical. The with clarity or logical and and maintain the flow pattern is logic. The paper maintain the flow flow throughout the erratic and not has some flow throughout the paper. The tone is maintained throughout the paper. The tone is appropriate for the throughout the paper; the tone mostly appropriate assignment. The paper. The tone is meets the for the assignment. conclusion inappropriate for requirements of the The conclusion summarizes the the assignment. assignment. The summarizes the main points and The conclusion is concluding main points and brings the essay to SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 34 not discernible. paragraph is adequately closes a compelling end. provided but the essay. ineffective in some way.

4. Sources Cited Fewer than three Thoughtful Thoughtful Thoughtful sources are cited decision is lacking decisions are decisions are and/or the sources in choice of evident in the evident in the cited lack sources. Fewer than choice of sources. choice of sources. relevance to the three sources are Three relevant and Three or more positions taken by cited that have credible sources are relevant and the writer. some connection cited that provide credible sources are Citations have with the positions good information cited that provide several errors. provided by the on positions taken thoughtful insight writer. Citations by the writer. on the position(s) include some Citations are in taken by the writer. errors. MLA format. Citations are in MLA format.

5. MLA Format The essay has The essay has The essay has fewer The essay conforms four or more fewer than four than two MLA to MLA formatting MLA errors. MLA errors. errors. and complies with MLA requirements.

7. Conven Proofreading is Proofreading is not Proofreading is not Proofreading is tions not evident. The thorough. The thorough. The essay evident. The essay essay contains essay contains contains errors in contains minimal errors in spelling, errors in spelling, spelling, errors in spelling, punctuation, and punctuation, and punctuation, and punctuation, and

grammar (9+ per grammar (6 - 8 per grammar (3 - 5 per grammar (0 - 2 per page). page). page). page).

BU 250: Advertising and Promotion

Course Description:

Advertising and Promotion provides an introduction to the fundamental elements of customer communication and how to apply them to target market strategies. Students are introduced to advertising principles and practices and develop an advertising plan for a business organization.

Course Objectives:

 Discuss the philosophy of advertising and explain why its study is important to marketers  Determine how marketers segment consumers to sell their products or services most effectively  Differentiate the components of promotions that make up a sound marketing plan  Contrast the difference between advertising and marketing SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 35  Use key advertising concepts to create effective advertisements for different media  Create an effective media plan based on a product or service, the media involved, and a budget  Develop an advertising plan for a company using media planning strategies  MA 145: College Algebra

Course Description:

College Algebra includes a study of algebraic equations, inequalities, functions, graphs, exponential and logarithmic functions, arithmetic sequences, combinations and permutations, and simple probabilities.

Course Objectives:

 Define and apply basic algebraic concepts and mathematical operations  Solve and graph linear equations  Evaluate and graph functions  Find the domain and range of a function  Define and evaluate composite functions  Solve and graph quadratic equations and functions  Solve and graph linear inequalities  Define and graph polynomial equations and functions  Demonstrate the inverse relationship between logarithmic and exponential functions  Solve systems of equations in two variables  Define and use numerical sequences  Define and use combinations and permutations  Determine the theoretical and experimental probability of a simple event  Apply algebra concepts and formulas to real-world problems

Supports Program Learning Outcome(s): 3, 4, 5 Common Assessment 5: Apply fundamental mathematical concepts and operations (MA 145) Assessment method to measure program performance: Math Concept and Application Paper Each student will prepare a written paper due the last night of class that describes some math related topic. At a minimum, the paper should include the following items: - Introduction - Discussion and/or analysis - Conclusions - Works cited list SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 36 Some ideas:

 CONCEPT REAL WORLD APPLICATION 1. Order of operations formula for compound interest 2. Scientific notation distance to a star 3. Graphs plot of a financial stock over time 4. Pythagorean Theorem finding the length to cut a rafter if you know the two sides 5. Slope definition grade (slope) of a road 6. Applications of linear equations anthropology estimates of heights of males/females 7. Applications of linear equations driving distance reaction times

Use this assignment to help you understand some math concept better or to gain knowledge of a new math concept of interest to you. Some ideas for topics are famous mathematicians or scientists and their contributions to the world such as Albert Einstein or Stephen Hawking. You could research various sports related statistics such as a “perfect” quarterback passing rating of 158.3 and describe its calculation. You could research different theories of how students learn mathematics and describe the “pros” and “cons” of different styles. You could do research on an abacus, describe its history, and how abacuses were and are used. Other ideas are: NASCAR scoring, bowling lanes or scoring, baseball statistics, weight loss programs, price of cooking a Christmas dinner versus eating out, or home mortgages. This paper must be at least four pages long.

MA 145 Individual Paper Rubric Measures AAB Program Learning Outcome 5: Apply fundamental mathematical concepts and operations CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Introductio The introduction is The introduction The introduction The introduction n confusing and has provides a thesis opens and ends uses an attention- no thesis statement statement addressing with a clear and getting opening addressing the math the math concept. concise thesis and ends with a concept. statement clear and concise addressing the thesis statement math concept. addressing the math concept.

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 37 2. Concept Application is Essay applies math Essay Essay Application minimal or not concept and operations appropriately specifically included. in a basic sense. applies math applies math Application of math concept and concept and concept and operations operations to real operations to real are not convincing. world experiences world through examples. experiences Application of through detailed math concept and examples. operations are Application of proficient. math concept and operations go beyond expectation.

3. Discussion/ Does not include Features weak Includes definition Includes detailed Analysis: appropriate definition or weak and description of definition and Concept definition or description of math math concept and thorough Definition description of math concept and operations. operations. description of and concept and math concept Description operations. and operations.

4. Conclusions There is no The conclusion The conclusion The conclusion conclusion or the provides a limited provides a good provides an conclusion does not summary of the essay summary of the excellent adequately and arguments essay and the summary of the summarize the paper presented. It tends to position(s) taken. essay and the and the position be too detailed, broad, The summary does position(s) taken taken. or irrelevant. not introduce new related to the material. thesis. The conclusion is sufficiently brief and does not introduce new material.

5. Sources Less than three Less than three sources Three relevant and Three or more Cited sources were cited were cited that had credible sources relevant and and/or the sources some connection with were cited that credible sources cited lacked the positions provided provided good were cited that relevance to the by the writer. Citations information on provided positions taken by included some errors. positions taken by thoughtful the writer. the writer. insight on the Citations were in position(s) taken MLA format. One by the writer. position with three Citations were in sources cited. MLA format.

6. MLA The essay lacks The essay mostly The essay mostly The essay Format conformity to MLA conforms to MLA conforms to MLA conforms to formatting and MLA formatting and formatting and MLA formatting requirements. Essay complies with MLA complies with and complies is not 4 pages long. requirements with MLA requirements with MLA fewer than four MLA with fewer than requirements. errors. two MLA errors. Essay is 4 pages long. Essay is almost 4 Essay is 4 pages

7. Convention Proofreading is not Proofreading is not Proofreading is not Proofreading is s evident. The essay thorough. The essay thorough. The evident. The contains errors in contains errors in essay contains essay contains spelling, spelling, punctuation, errors in spelling, minimal errors in punctuation, and and grammar (6 - 8 per punctuation, and spelling,

grammar (9+ per page). grammar (3 - 5 per punctuation, and page). page). grammar (0 - 2 per page).

BU 220: Foundations of Business Management

Course Description:

Foundations of Business Management introduces students to the operation of business and its position in domestic and international commerce. Students examine the role of business in the creation and distribution of goods and services, and learn about business participation in civic and public affairs. Students get to know the basic business functions of management, marketing, human resources, accounting, and finance. The course explores career options in business.

Course Objectives:

 Explain broad concepts related to business, including the role of supply and demand, competition, product, and profit  Discuss important ethical issues in business, including organizations' social and legal responsibilities to owners, employees, consumers, the environment, and the community  Examine the various forms and structures organizations take, paying attention to the advantages and disadvantages of each option for organizing business  Identify the steps in starting a business by evaluating skills, functions, and types of managers needed both in small businesses and larger companies  Describe group processes important to effective business functioning, including communication, teamwork, and motivation strategies  Explain how the accounting, finance, management, human resources, marketing, and operational functions of business are interrelated  Define and use the language of business  Explain how personal interactions with the business sector allow one to explore business career options through increased awareness of career planning tools and opportunities

Supports Program Learning Outcome(s): 4

Common Assessment 4: Describe the basic functions of a business community Assessment method to measure program performance: Business Functions Presentation

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 39 In a presentation, students will show how all the pieces of the business community function together. Each topic listed below should be addressed in a PowerPoint presentation of 20-25 slides, with brief notes

 for each slide. Notes for the entire PowerPoint presentation must total at least 4-6 pages of formal writing (double spaced with one inch margins and appropriate citations). Topics: 1) Stakeholders: Owners, Customers and Employees. 2) Basic functions: Finance, Marketing and Management. 3) External forces: the Economy, Information Technology, Legal, Political and Regulatory Forces, Social Responsibility and Ethics, Competition. BU 220 Business Functions Presentation Rubric Measures AAB Program Learning Outcome 4: Describe the basic functions of a business community. Unsatisfacto Basic Proficient Distinguished ry Criteria Score 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0 0.0 – 6.9

1. Functi Presenter Presenter does not Presenter shows how Presenter describes in ons of Business does not include some of the all of the pieces of the detail how all of the Community show how all topics of how the business community pieces of the business of the pieces business community function together but community function of the functions together. could use more detail together. business or connections. community function together.

2. Busine Topics are Little detail is given These topics are All topics are ss Topics not to each topic or addressed but could addressed at length: appropriately topics not fully have more detail: 1) Stakeholders: addressed. addressed: 1) Stakeholders: Owners, Customers 1) Stakeholders: Owners, Customers and Employees. Owners, Customers and Employees. 2) Basic functions: and Employees. 2) Basic functions: Finance, Marketing 2) Basic functions: Finance, Marketing and Management. Finance, Marketing and Management. 3) External forces: and Management. 3) External forces: the Economy, 3) External forces: the Economy, Information the Economy, Information Technology, Legal, Information Technology, Legal, Political and Technology, Legal, Political and Regulatory Forces, Political and Regulatory Forces, Social Responsibility Regulatory Forces, Social Responsibility and Ethics, Social Responsibility and Ethics, Competition. and Ethics, Competition. Competition.

3. Audien Eye contact, Eye contact and Face-to-Face Face-to-Face ce Engagement vocal tone vocal tone are not presenter uses presenter uses and appropriate. appropriate eye excellent eye contact, enthusiasm Enthusiasm is contact, vocal tone vocal tone and are missing. lacking. Delivery and enthusiasm to enthusiasm to engage Delivery style attracts limited engage audience. On- audience. On-line style is attention from the line presenter uses presenter uses a distracting audience and vocal tone, body variety of vocal tone, and does not encourages limited language and body language and

SPGS Assessment Plan and Program Guides © 2015 Baker University School of Professional & Graduate Studies 40 attract audience enthusiasm through enthusiasm through engagement engagement. audio and/or video to audio and/or video to from the engage audience. engage audience. audience. Presenter works to Presenter makes make audience audience curious and curious and enthused. enthused.

4. Organi Presenter Presenter shows Presenter shows Presenter shows zation Skills shows basic oral proficient oral distinguished oral unsatisfactor communication communication skills communication skills y oral skills: logical by using a logical by using a logical communicati sequence is offered sequence. sequence. on skills. but is somewhat Presentation outline Presentation outline Sequence is difficult to follow. (road map) is offered (road map) is clearly illogical. No Presentation outline in the introduction spelled out in the outline is is difficult to follow. and followed introduction and given. throughout the followed throughout presentation. the presentation.

5. Visual Presenter’s Presenter’s slides Presenter uses 20-25 Presenter uses 20-25 aids slides do not lack audience slides that engage the slides of support the engagement or might audience visually. distinguished quality. message be visually The slides engage and/or are a distracting. Fewer audience and source of than 20 slides are precisely reinforce distraction. used. the message visually. Fewer than 20 slides are used.

6. Formal Some slides Most slides contain Most slides contain Each slide contains Writing contain notes. Notes do not notes. Notes total 4-6 notes that total 4-6 notes. Notes total 4-6 pages or the pages of formal pages of formal do not total writing is not formal writing. Citations are writing. Citations are 4-6 pages. writing. Citations are used but may have used accurately. Writing is not used but may have some errors. formal some errors. writing. Citations contain many errors or are missing.

Course Description:

Fundamentals of Accounting introduces students to accounting theory and practice, and emphasizes the use of financial statements for management control.

Course Objectives:

 Identify basic accounting terminology and the purpose of an accounting system  Explain the purpose and principles of basic financial statements and the effects of various transactions  Discuss the fundamental generally accepted accounting principles (GAAP) and the reasons for their existence and use  Distinguish between the accrual basis and the cash basis of accounting  Describe the importance of information from an accounting system in an organization's decision- making process

BI 245: Human Nutrition

Course Description:

Human Nutrition introduces the student to the fundamentals of human nutrition as related to growth, development, and maintenance of good health. In addition to nutritional theory, students learn to analyze and plan nutritional regimes.

Course Objectives:

 Define human nutrition and elaborate on its complexity  List and give references to reliable nutritional information from various sources, including the Internet  Analyze a food label for energy, nutrient density, recommended amounts of nutrients, health claims, and marketing manipulations  Explain the energy nutrients, along with their digestion and metabolism by the body; their sources, functions, and deficiency and toxicity states; and their recommended amounts for various populations  Contrast the pros and cons of using food and vitamin/mineral supplements 

 Analyze a diet; make recommendations for improving the diet, and devise practical ways to implement the information  Apply safe weight-control measures using valid and up-to-date information  Relate nutritional and lifestyle choices to health and wellness

BU 240: Basic Economics Credit Hour: 3 Duration: 5 weeks

Course Description:

This course provides an introduction to the study of economics and applies economics to contemporary social issues, such as pollution, professional sports, crime, unemployment, and taxation. Students gain a framework of basic tools to support their understanding of fundamental economic principles.

Course Objectives:

 Process scarcity as the driving force in all economies  Predict the elements necessary for economic growth  Determine how markets function in terms of demand and supply analysis and within the marketplace  Evaluate market failures and reactions to market failures within capitalism  Demonstrate the use of cost-benefit analysis in the context of the social issues introduced in the textbook  Devise the market forces that determine competition within a market  Identify appropriate fiscal and monetary policy efforts to stabilize the business cycle  Analyze the costs and benefits of international trade

EC 111: Economic Analysis of Social Issues

Course Description: Economic forces lie at the root of many social problems. Furthermore, many social problems arise because of the incompatibility of individual incentives and social outcomes. Students in this course will be encouraged to thin k about everyday events in an economic fashion. This course begins by developing in the student a few fundamental tools of economic analysis and continues to apply those tools to current problems discussed in economics as well as other academic disciplines, paying particular attention to the role of government in solving or creating social problems.

Course Objectives:

 Identify that many social problems stem from economic forces  Explain how economics drives every day events  Explain the basic workings of the United States’ economic system  Use economic data to analyze contemporary economic challenges  Critically analyze policy options for dealing with social problems

RE 350: Bible and Leadership

Course Description:

In this course, students examine principles of effective leadership as they are demonstrated by prominent biblical figures. The course applies these leadership principles to Joseph, King David, Peter, Paul, and Jesus. Students also explore their own leadership style as it relates to the leadership principles.

Course Objectives:

 Navigate the contents of the Bible  Describe the stories of prominent biblical characters  Demonstrate a working knowledge of effective leadership  Apply the principles of effective leadership to a prominent biblical character  Investigate their own leadership style

MM 140: Mass Media and Society

Course Description:

In this course, students study the technological growth and impact of our media environment on the individual and society as a whole. Special emphasis is placed on the political-legal, economic, sociological, and psychological effects of mass media on American life.

 Course Objectives:

 Describe the interrelationships between popular culture and our media activities  Explain the basic concepts of communication theory and its working definitions  Illustrate how economic pressures affect the operation of the mass media  Identify ways in which the mass media both reflect and shape our culture  Evaluate the role of free speech and free press in the history of media and in shaping today’s media environment  Examine the legal controls on modern American mass media  Summarize the ethical concerns that are relevant to the mass media today 

BUSINESS CORE 9 CURRICULA

Statement of Purpose

Viewed as the foundation for the upper level undergraduate programs, the core nine curricula consists of the key skills all SPGS undergraduate students should be able to demonstrate upon completion of an undergraduate program in management or leadership. The courses are part of an upper division undergraduate sequence of courses designed to prepare students for areas of specialization in one of three programs, the Bachelor of Business in Administration, the Bachelor of Business in Leadership, or the Bachelor of Science in Management.

The core nine sequence of 33 credit hours introduces students with to concepts that will provide them with knowledge and skills in management, leadership, finance, business communication, data analysis, marketing, technology, economics, and human resources.

BML 300: Introduction to Business Management and Leadership

Course Description:

This introductory course for adult students pursuing an undergraduate degree covers topics such as program planning, group interaction, written and oral communication skills, personality inventory, and other important skills.

Course Objectives:

After completing Introduction to Business Management and Leadership, students should be able to

 Build a connection to Baker University  Utilize Baker website resources  Locate Baker policies and procedures  Write using appropriate academic formats  Utilize academic success skills  Demonstrate effective group interaction skills  Identify personality types and how they affect people in organizational settings  Explain how to effectively resolve problems, identify motivators, and collaborate with others in a team environment

 BML 305/BUS301: Effective Business Communication Credit Hour: 3 Duration: 7 weeks

*This is a common assessment course for the BBA program. *This is a common assessment course for the BBL program. *This is a common assessment course for the BSM program.

Course Description:

This course prepares students for writing and speaking in professional settings and in future SPGS courses. Students learn to write analytically and persuasively with a reader-centered approach. Students will employ the writing process of invention, drafting, editing and revision. Students will become skilled at finding and eliminating most common writing errors and learn to write succinctly.

Course Objectives:

After completing Effective Business Communication, students should be able to:

 Annotate and critically respond to published writing and peer writing.  Use the process of invention, research, drafting, editing and revising in your writing.  Write succinctly, with a narrowly focused thesis statement.  Write descriptive, analytical, and proposal essays with in-text citations and a works cited page.  Develop strategies of inquiry and research, including finding, evaluating, analyzing, synthesizing, and documenting appropriate sources.  Use business templates and effective formatting for written business communications.  Objectively assess your own written work and develop strategies for continued improvement in your writing.  Express ideas through a variety of sentence structures.  Use effective organization to create and deliver clear and relevant presentations.

Supports Program Learning Outcome(s): 6 Common Assessment 6: Communicate effectively in writing and orally *This is a common assessment course for the BBA program. *This is a common assessment course for the BBL program.

Common Assessment 7: Communicate effectively in writing and orally *This is a common assessment course for the BSM program.

Assessment method to measure program performance: Proposal Essay  Write a 5-page proposal that explores a problem and its historical background and offers a plan for solving the problem. Define the problem and purpose for addressing the problem. Identify causes and effects surrounding the problem. Map out your solution plan. Integrate information from at least three sources found in the Collins Library databases. Use in-text citations and include the Works Cited page. Write in third-person point of view.

Assessment method to measure program performance: Audience Analysis Presentation Prepare a major presentation of Audience Analysis for the Proposal Essay. Use the provided Proposal Essay Assignment Sheet to analyze the audience of your Proposal Essay. Identify your audience/readers, their attitudes toward the subject, their cultural and ethical beliefs, and their anticipated response to your proposal. Within your presentation, provide a brief overview of your proposal. Plan 4-6 minutes with four visual aids/slides/pages. (Online students must provide video/audio recording of themselves presenting.)

BML 305 Presentation Rubric

Unsatisfactory Basic Proficient Distinguished CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10 1. Presentation Information is Information is Information is Information is presented and difficult to follow and presented in a logical presented in a logical in a logical sequence that Organization is distracting from the sequence but is not sequence that is easy to also demonstrates presentation somewhat difficult to follow. Presentation creativity and effort to objective. follow. Lack of outline (road map) is engage and maintain direction by the offered in introduction audience attention. presenter(s). and followed Presentation outline throughout the (road map) is offered in presentation. introduction and followed throughout the presentation.

2. Presenters’ Presenter(s) are Presenter(s) are able to Presenter(s) Presenter(s) demonstrate Knowledge unable to provide a demonstrate a basic demonstrate a confident a depth of knowledge of sufficient knowledge level of content level of knowledge of the content that enhances of the content. knowledge. Only the content and critical thinking by the factual information encourages the audience. was presented. audience to think critically.

3. Presentation Presenter(s) delivery Presenter(s) used a Presenter(s) used a Presenter(s) used a Style and style was distracting delivery style that delivery style that was delivery style that Audience and did not attract the attracted limited appropriate, including enhanced the content Engagement attention or attention from the eye contact, voice tone using appropriate eye engagement from the audience and and enthusiasm that contact, voice tone and audience. encouraged limited engaged the audience enthusiasm. The audience engagement. and questions resulted. audience was very engaged and questions were encouraged.

4. Visual Aids Visual aids do not Visual aids neither Visual aids are Visual aids are engaging support the message distract nor add to the appealing and and precisely reinforce and are a source of message. appropriate to the the message. distraction. message.

 BML 315: Best Practices in Management and Leadership

Credit Hour: 3 Duration: 5 weeks *This is a common assessment course for the BBA program.

Course Description:

Designed to provide an overview of the roles and responsibilities of managers in the day-to-day operation of organizations, this course examines the critical roles of leadership, decision making, and communication and explores aspects of motivation and managing conflict, change, and diversity in contemporary organizations.

Course Objectives:

After completing Best Practices in Management and Leadership, students should be able to:

 Describe the evolution of management theory and its practical applications  Explain the primary functions of management, including planning, organizing, leading, and controlling  Describe the theoretical and practical differences between management and leadership  Identify the major obstacles to effective communication in an organization and various communication strategies to overcome them  Identify and apply various decision-making models to resolve organizational issues  Develop an awareness of contemporary legal, ethical, and social responsibilities of management  Explain the manager’s role in formulating and implementing strategic and operations planning to accomplish organizational goals and objectives  Identify various leadership styles  Describe the managerial role in managing conflict, change, culture, and diversity in the workplace  Describe the role of technology in business management

Supports Program Learning Outcome(s): 1 Common Assessment 1: Demonstrate knowledge of managerial functions and organizational resources for efficient business management Assessment method to measure program performance: Case Study/Interview Each student will identify a company manager to be the focus of a case study and presentation concerning the manager’s level of responsibility. The student will interview the manager with regard to the various managerial functions that he/she employs in the course of his/her job duties. Further, the interview will determine that individual’s application and management of resources as it relates to people, materials and

 equipment. The written case study (no less than 5 pages) will follow MLA format and should include the following sections: Basic Introduction – Name, title, company name, company’s function (product or service) etc. Level of Responsibility – Where does the individual fall on the corporate hierarchy and what is his/her length of time with the organization? Number of direct/indirect reports? Primary responsibility of this manager’s department/division? Primary Functions – In this section, give particular focus to Fayol’s five managerial functions: Planning, Organizing, Commanding, Coordinating, and Controlling. How do these align with the job duties of your interview subject? The student should also discuss whether he or she does/does not aspire to be like the interviewee and why. Management of Resources – In this section, discuss the manager’s responsibility for, and administration of, people, materials and equipment. Are there any unique challenges encountered by this manager with respect to these resources? Questions – The student should ask the interviewee the following questions:

1. Does the manager feel it is important to request input from subordinates and/or peers prior to making major decisions? Why does he/she feel this way? 2. What does he/she feel is the most important part of his/her job and why? What is the most challenging part of the job and why? 3. What does the manager do to encourage innovation? If the manager does not encourage innovation, what is the reason behind it? 4. How does the manager communicate with and provide feedback to his/her subordinates? Does the manager feel communication and feedback is important and why? 5. What steps does the manager take to prevent harassment in the workplace and what steps does he/she take if a harassment complaint is brought to his/her attention? 6. Students are encouraged to add their own questions if they choose to. BML 315 Case Study/Interview Rubric

Unsatisfactory Basic Proficient Distinguished

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0 Score

1. Thoroughness and The responses Most of the Responses are Responses are quality of written are not well- responses achieve sufficiently clear thorough and well- responses written and the desired result. and worded to achieve confusing. understandable. desired intent.

2. Thoroughness and The response The response and The response and The response and quality of student’s and associated associated associated associated arguments discussion on arguments are arguments arguments are are thorough and not well written achieved the sufficiently clear well worded to show whether he or she and are vague at desired result, but and the student’s full aspires to be like best. is limited in understandable. appreciation for the the interviewee and description. interviewee’s job and why the student’s own goals.

3. Demonstrated The response is The example is Two examples At least three knowledge of vague and does provided in the are provided on examples are Fayol’s five not provide an response; how the provided on how the managerial example for how however the strategies are strategies are functions and to integrate strategies are utilized in the integrated in the job. explanation of how strategies within limited in job. these functions the job. description for align with the job how the strategies duties of the are utilized in the interviewee job.

4. Format, citations, Does not follow Generally follows Follows MLA Follows MLA and writing formatting and MLA formatting formatting and formatting and conventions: documentation and documenting documentation documentation spelling, guidelines; six guidelines; three guidelines with guidelines, with punctuation, or more spelling, to five writing few exceptions; error-free writing grammar punctuation errors per page one to two and/or grammar writing errors per errors per page page

BML 320: Economic Trends in Business and Leadership

Course Description:

Principles of Economics presents the basic principles and concepts of economics, including cost, supply and demand, elasticity, costs and benefits, GDP, inflation, fiscal and monetary policy, and international trade. Learn about these principles with an emphasis on how they influence business decisions.

Course Objectives:

After completing Economic Trends in Business and Leadership, students should be able to:

 Synthesize the economic way of thinking  Analyze short and long-run cost curves for a firm  Apply the tools of elasticity to pricing decisions  Explain how markets function in terms of supply and demand analysis  Evaluate the impact of inflation on individuals and the economy  Describe the causes and consequences of the business cycle  Evaluate government’s role in influencing economic growth  Explain the role of money and monetary policy  Identify appropriate Keynesian fiscal and monetary policy efforts to stabilize business cycles  Analyze the benefits of international trade and the concept of comparative advantage 

BML 327: Leveraging Technology in Decision Making

*This is a common assessment course for the BBA program. *This is a common assessment course for the BSM program.

Course Description:

Leveraging Technology in Decision Making presents various information systems and technologies that drive business management decisions and support overall business strategy. The course emphasizes the people, processes and tools across the following key IT concepts: IT Infrastructure, Business Applications, Data, Security, Mobility and IT emerging trends.

Course Objectives:

After completing Leveraging Technology in Decision Making, you should be able to:

 Summarize the direct impact that information and technology has on an organization's effectiveness  Discover how an organization can create value by managing, accessing, analyzing, and protecting organizational data  Describe various technological tools, processes, and systems that organizations can utilize to support decision making  Explain current IT offerings and emerging trends within the IT marketplace  Synthesize how organizations can leverage technologies to drive business objectives

Supports Learning Outcome(s): 2 Common Assessment 2: Apply technology to enhance organizational efficiency *This is a common assessment course for the BBA program.

Supports Program Learning Outcome(s): 5 Common Assessment 5: Use information systems and decision-making models to enhance organizational effectiveness *This is a common assessment course for the BSM program.

Assessment method to measure program performance: Technology Research Paper Each student will explore the use of technology in the workplace. Use class discussions and research activities to gather information on how the technology is making changes the workplace, the lives of your peers, and in your own life. Write a six- to eight- page paper that responds to the questions below. You

 should cite at least five scholarly articles that support your positions; wikis, encyclopedias, and dictionaries are not acceptable sources for this paper. The paper will be evaluated and graded using the Technology Research Paper Rubric. Students should read the Rubric before working on the assignment. Questions your paper should answer:

1. What is the technology? 2. What are its promises? 3. What are some potential down sides of these new technologies and trends? 4. How has the technology changed your life and society? 5. How has the technology promoted efficiency? 6. How has the technology changed others you know? 7. What is the future of the technology?

Your Technology Research Paper should exhibit college-level skills in grammar and mechanics. Your paper must follow MLA format, including being typed in an acceptable font, double spaced, and with one-inch margins all around. Cite in-text sources in parenthetical format, and include a complete corresponding Works Cited. Refer to A Writer’s Reference or the online Baker style guide for more information on MLA format and citation.

BML 327 Leveraging Technology in Decision Making Research Paper Rubric

Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1.Technology Unclear, not Somewhat clear, Clearly stated, Clearly stated, definition demonstrating demonstrating demonstrating demonstrating understanding. moderate general to good understanding. understanding. understanding.

2.Organizational Unclear, not Somewhat clear, Clearly stated, Clearly stated, benefits of the demonstrating demonstrating demonstrating demonstrating technology understanding. moderate general to good understanding. understanding. understanding.

3.Potential Unclear, not Somewhat clear, Clearly stated, Clearly stated, organizational demonstrating demonstrating demonstrating demonstrating understanding. moderate general to good risks of the understanding. understanding. understanding. technology 4.Define required Unclear, not Somewhat clear, Clearly stated, Clearly stated, Infrastructure demonstrating demonstrating demonstrating demonstrating understanding. moderate general to good understanding. understanding. understanding.

5.Define data Unclear, not Somewhat clear, Clearly stated, Clearly stated, elements of the demonstrating demonstrating demonstrating demonstrating technology understanding. moderate general to good understanding. understanding. understanding.

6.Define people Unclear, not Somewhat clear, Clearly stated, Clearly stated, and demonstrating demonstrating demonstrating demonstrating organizational understanding. moderate general to good understanding. aspects of the understanding. understanding. technology 7.Define the Future Unclear, not Somewhat clear, Clearly stated, Clearly stated, of the technology demonstrating demonstrating demonstrating demonstrating understanding. moderate general to good understanding. understanding. understanding.

8.Citations Less than five Five citations are Five citations have Five or more citations citations are provided but not been provided in to excellent scholarly provided and in the proper MLA format. sources have been they are not in format and/or are provided in MLA MLA format. not scholarly format; research sources. depth in demonstrated.

BML 333: Business Analytics

*This is a common assessment course for the BBA program. *This is a common assessment course for the BBL program.

Course Description:

Introduces analytics and statistics as applied to managerial planning and issues. Emphasis is on conceptual understanding as well as conducting analytic analyses. Students learn the limitations and potential of business analytics with hands-on experience. The course covers the basic concepts of analytic model building and its role in rational decision making. Students are encouraged to take an analytic view of decision making by examination of trade-offs, constraints, uncertainty, and analyses. Students collect and analyze analytics to prepare/present a comprehensive final project report.

Course Objectives: After completing Business Analytics, students should be able to

 Use statistical and business analytic (BA) terminology appropriately

 Select appropriate statistical and analytic methods to aid in business decisions

 Interpret graphs and other visuals to demonstrate comprehension of descriptive analyses

 Apply basic business analysis theory to real-world work initiatives

 Analyze strengths, weaknesses, and potential use of various analytic methods

 Select appropriate statistical and analytic methods/tools  Derive the strengths and weaknesses of various sampling methods  Select appropriate inferential tools  Demonstrate understanding of fundamental statistics utilization in BA (data types, measures of central tendency, standard deviation, probability, and correlation/co- variance) 

Supports Learning Outcome(s): 3 Common Assessment 3: Collect and analyze data to help solve business problems *This is a common assessment course for the BBA program. *This is a common assessment course for the BBL program.

Assessment method to measure program performance: Final Business Project

Student groups decide on a business issue to research. Examples of issues include exploring product popularity, market saturation, product comparisons, or business expense reductions. The group will complete the different stages of data collecting and researching, culminating in a ten- page executive summary of the group’s findings and professional study summary presentation.

BML 333 Final Business Project Rubric Unsatisfactory Basic Proficient Distinguished CRITERIA Score 0.0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0

1. Define the The problem The problem is The problem The problem is problem lacks clarity somewhat vague explanation is explained clearly and regarding the and the adequate although concisely. The question(s) to questions(s) to be less concise than problem scope is be answered by answered by the possible. The reasonable for a the research research may be question(s) to be research project in a project. difficult to answered by the seven-week course address within the research are and provides an timeframe of the reasonable and opportunity to course. represent an demonstrate both opportunity to descriptive and demonstrate both inferential analysis. descriptive and inferential analysis.

2. Research The research The research The research design The research design Design and design and data design and data and data collection and data collection Data collection plan collection plan plan is valid and plan is valid, efficient, Collection does not align demonstrates aligns well with and well-aligned to Plan well with the some alignment research questions. produce data robust in research with the research Data is likely to ability to answer all questions. question(s) but answer some to most research questions. lacks efficiency in research questions. data-question alignment.

3. Descriptive Some Descriptive Descriptive statistics Descriptive statistics Statistics: representation statistics reported are aligned with the are precisely aligned Analysis and of descriptive represent some research question(s); with the research Presentation statistic understanding of represents an question(s); represent understanding. methodology and understanding of a proficient Lacks graphic methodology and understanding of demonstration representation. graphic appropriate use and of use of The reported representation. most effective graphic methods and statistics are not representation. graphic well-aligned with representation the research corresponding question posed in with a specific the problem. research question.

4. Inferential No attempt or An attempt at Inferential statistics Inferential statistics Statistics: demonstrated inferential are aligned with the are precisely aligned Analysis and understanding statistical analysis research question(s); with the research Presentation of inferential is demonstrated. represents an question(s); represent statistical The choice or understanding of a proficient analysis aligned representation methodology and understanding of with the lacks clear graphic appropriate use and research demonstration of representation. most effective graphic question(s) use and graphic representation. posed in the representation in problem. alignment with the research questions(s).

5. Study Conclusions Analysis Analysis conclusions Analysis conclusions conclusions and resulting conclusions are are stated in are stated in a clear business stated and alignment with the and concise manner, decisions are demonstrate some research problem and are precisely aligned difficult to connection with questions; and with the stated discern or the research demonstrate an research problem and lacking. problem and understanding of the questions, and question(s). methods used. May demonstrate a Business lack precise and proficient decisions concise statements understanding of resulting from the linking conclusions statistical methods. analysis are to business decisions Business decisions, unclear. resulting from the based upon study study. results, are clearly stated and demonstrate good logic.

 BML 336: Innovative Marketing Strategies

*This is a common assessment course for the BBA program.

Course Description:

Innovative Marketing Strategies examines the nature of marketing and how it identifies and satisfies consumer needs. Learn about strategic marketing processes in an organization, the environmental factors that affect marketing, how consumers reach buying decisions, marketing research methodology, and the marketing mix elements, product, price, place and promotion.

Course Objectives:

After completing Innovative Marketing Strategies, students should be able to:

 Determine the role consumer needs play in the development of products and services  Create methods to blend marketing mix (commonly known as the 4 Ps of marketing) elements into a cohesive program  Manage cross-cultural analysis to identify global market opportunities  Analyze consumer behavior to influence individual and family buying patterns  Classify the five steps in consumer decision making  Apply marketing strategies to different types of consumer products  Separate marketing elements based on product life-cycle changes  Analyze the factors that contribute to product success or failure  Measure the key factors influencing channel choice  Evaluate marketing options on the Internet, in e-commerce, and in other emerging opportunities Supports Program Learning Outcome(s): 4 Common Assessment 4: Analyze global market opportunities and their influence on strategic marketing decisions Assessment method to measure program performance: S.W.O.T. Analysis Students are required to analyze international market opportunities and their influence on strategic marketing decisions. Each student will select a U.S. company that provides or produces a domestic product or service that has a high potential for international acceptance. Using research skills and the web resources provided, choose a country or region you believe would be ripe for this offering. This initial country selection should be made after reviewing key market indicators that compare various opportunities and threats unique to certain countries or regions. Then, as part of your research, prepare a S.W.O.T. analysis. Summarize your findings with your assessment of viability of this international product launch. The body of the written paper should be six to eight pages in length; add supplemental

 maps, charts, and statistics, but do not include them or your Works Cited in your page total. Cite a minimum of five credible sources. Following are typical S.W.O.T. considerations, to aid in your analysis. Not all will be applicable, depending on the product/service and country or region you select.

STRENGTHS (internal) WEAKNESSES (internal) Advantages of proposition? Disadvantages of proposition? Capabilities? Gaps in capabilities? Competitive advantages? Lack of competitive strength? USP's (unique selling points)? Reputation, presence and reach? Resources, assets, people? Financials? Experience, knowledge, data? Own known vulnerabilities? Financial reserves, likely returns? Timelines, deadlines, pressures? Marketing - reach, distribution, awareness? Cash flow, start-up cash-drain? Innovative aspects? Continuity, supply chain robustness? Location, geography? Effects on core activities, distraction? Price, value, quality? Reliability of data, plan predictability? Accreditations, qualifications, certifications? Morale, commitment, leadership? Processes, systems, IT, communications? Accreditations, etc.? Cultural, attitudinal, behavioral? Processes and systems, etc.? Management cover, succession? Management cover, succession?

OPPORTUNITIES (external) THREATS (external) Market developments? Political effects? Country, region influences? Legislative effects? Competitors' vulnerabilities? Environmental effects? Industry or lifestyle trends? IT developments? Technology development and innovation? Competitor intentions - various? New markets, vertical, horizontal? Market demand? Consumer wants, needs? New technologies, services, ideas? Niche target markets? Vital contracts and partners? Geographical, export, import? Sustaining internal capabilities? New USP's? Obstacles faced? Tactics - surprise, major contracts, etc.? Insurmountable weaknesses? Business, product development? Loss of key staff? Information and research? Sustainable financial backing? Partnerships, agencies, distribution? Economy - home, abroad? Volumes, production, economies? Seasonality, weather effects? Seasonal, weather, fashion influences?

BML 336 S.W.O.T. Analysis Rubric

Unsatisfactory Basic Proficient Distinguished Score

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Analysis of Analysis is Analysis is Analysis is Analysis is clear business inadequate, is somewhat clear, mostly clear and is well- strengths unclear, or is but more and some supported by unsupported by support is support is examples. examples. needed. provided. 2. Analysis of Analysis is Analysis is Analysis is Analysis is clear business inadequate, is somewhat clear, mostly clear and is well- weaknesses unclear, or is but more and some supported by unsupported by support is support is examples. examples needed. provided 3. Analysis of Analysis is Analysis is Analysis is Analysis is clear international inadequate, is somewhat clear, mostly clear and is well- opportunities unclear, or is but more and some supported by unsupported by support is support is examples. examples needed. provided

4. Analysis of Analysis is Analysis is Analysis is Analysis is clear international inadequate, is somewhat clear, mostly clear and is well- threats unclear, or is but more and some supported by unsupported by support is support is examples. examples needed. provided

5. Research Selection of new Selection of Selection of Selection of a skills: evaluate country does not new country is new country is new country is which country align with product somewhat appropriate to highly or region for or industry; appropriate to product/industr appropriate to company to exploration of product or y; exploration product/industry; expand country indices industry; of specific exploration of and ranks did not exploration of country indices specific country occur, and research specific country and ranks is indices and ranks of outside sources indices and evident, is thorough, and used to support the ranks did occur, however lacks a evaluation is evaluation is but data is not thorough supported by absent. relevant to the analysis, and relevant data evaluation, only evaluation is from an a few sources supported by abundance of (less than 3) are relevant data gov't and private used to support from several websites (5 or the evaluation gov't and more). and are not private websites gov't and (3-5). private websites. 6. Projected Projected influence Projected Projected Projected influence on on marketing influence on influence on influence on marketing decisions is marketing marketing marketing decisions unclear, or is decisions is decisions are decisions are unsupported by somewhat clear, clearly stated, clearly stated, examples demonstrating demonstrating demonstrating moderate general to good clear understanding understanding understanding

7. Organizati Organization is Some evidence Organization Organization is on of lacking and the of organization and main ideas logical, information for main ideas are is needed, but are present. compelling, and coherence, unclear. ideas are main ideas are emphasis and incoherent or clear. clarity unclear.

8. Format, Formatting and MLA MLA MLA formatting citations, and documentation formatting and formatting and and writing guidelines are not documentation documentation documentation conventions -- followed; six or are generally are followed are followed spelling, more spelling, followed; three with a few with no or punctuation, punctuation, and/or to five writing exceptions; one minimal writing grammar grammar errors are errors are to two writing errors present. present per page. present per errors are page. present per page.

 BML 342 Financial Drivers for Sustainability

Course Description: Students are introduced to the principles and concepts of finance, including financial statements, ratio analysis, time value of money, risk and return, and cash management. The course emphasizes the significance of finance in the decision-making process.

Course Objectives:

After completing Financial Drivers for Sustainability, students should be able to:

 Understand the concept and benefits of ethical behavior  Explain how financial decisions can affect the value of the business enterprise  Analyze basic accounting statements  Assess the use of operating, financial, and combined leverage  Recognize that cash budgeting, forecasting and management are a critical component for a going concern  Discuss the time value of money and why a dollar received today is worth more than a dollar received in the future  Calculate the valuation of financial assets: common stock, preferred stock, and bonds  Comprehend the importance of working capital and asset management and the available sources for obtaining required financing  Discuss the cost of capital to a firm and explain how varying the mix of financing sources affects it

 BML 348 Strategic Human Resources

*This is a common assessment course for the BBL program.

Course Description:

This course introduces students to the essential elements of personnel management. Students study employee recruitment, hiring, training, and evaluation. Students learn the processes of wage, salary, and benefit administration. The course also emphasizes the importance of labor relations.

Course Objectives:

After completing Strategic Human Resources, students should be able to:

 Assess Human Resource Management’s (HRM) contribution to organizational performance  Analyze the effects of increasingly global business on human resource practices  Critique the outcomes of High Performance Work Systems (HPWS)  Measure HRM’s role in labor-management relationships  Arrange legal and regulatory commitments for HRM  Evaluate employee retention strategies

BML 348: Strategic Human Resources Supports Program Learning Outcome(s): 5 Common Assessment 5: Prepare leadership-based problem-solving strategies to address employee needs Assessment method to measure program performance: Research Paper Select one of the following topics. Write a 5-page MLA formatted research paper that includes in-text references to the textbook, along with in-text references to two additional credible, academic sources from the Collins Library. Make sure to address how human resource management (HRM) is affected, how leadership problem solving addresses employee needs, and how current industry standards and best practices support your position.

1. Communication and HRM Practices: Achieving Organizational Success 2. Strategies for Maintaining Effective HRM Practices during Challenging Economic Conditions 3. Using Information Systems and Technologies to Leverage Human Resources as a Competitive Advantage 4. Employment Laws and Regulations in the Contemporary Workforce 5. The Relationship between Ethics and HRM.  BML 348 Research Paper Rubric

CRITERIA Unsatisfactor Basic Proficient Distinguishe Score y d 7.0 – 7.9 8.0 – 8.9 0 – 6.9 9.0 - 10.0

1. Understand Demonstrates Demonstrates Demonstrates Demonstrates ing and little or no some adequate superior application of understanding understanding understanding understanding leadership of leadership leadership of leadership of leadership problem problem problem problem problem solving solving solving solving solving strategies that strategies that strategies that strategies that strategies that address address address address address employee employee employee employee employee needs needs. needs. needs. needs. 2. Comprehen Paper lacks Paper is Paper broadly Five-page sive any substance incomplete or analyzes each paper is Response or depth of contains aspect of the comprehensiv analysis, and surface level essay e and fails to address analysis of question, but provides in- any aspect of concepts in may be depth analysis essay question response to slightly of each aspect and does not essay question lacking in of the topic. meet the page and does not depth of count. meet the page analysis, but count.. meets the required page count.

3. Integration Writer does Writer Writer Writer of resources not reference references references references the text or any specific specific specific other source to concepts from concepts from concepts from support primary text primary text primary text analysis in OR at least AND at least AND at least response to one outside one additional TWO essay question, sources to outside source additional OR writer uses support to support outside borrowed analysis. analysis. sources to material but Documentatio Writer support fails to n of sources accurately analysis. document contains a documents all Writer sources several sources with accurately altogether. inaccuracies in parenthetical documents all parenthetical citations and sources with citations or works cited parenthetical works cited list. citations and list. works cited list.

4. Grammar The paper is The paper has The paper has The paper is generally free a few errors some errors, marred by but generally numerous errors from errors in in grammar, demonstrates in grammar, grammar, usage, and control of usage, and usage, and mechanics. grammar, mechanics that mechanics. usage, and frequently mechanics. interfere with meaning.

 BACHELOR OF BUSINESS IN ADMINISTRATION Statement of Purpose

The Bachelor of Business Administration program is an upper division undergraduate sequence of courses designed for working professionals. The BBA core sequence provides students with knowledge and skills in management, leadership, finance, accounting, marketing, technology, economics, project planning and business law. Through this sequence of courses, students develop skills in problem solving, communication, organizational analysis, and technology as they apply to business. The BBA degree requires the completion of 124 credit hours. The core sequence includes 41 credit hours of coursework required of all students. In addition, students must complete an additional 30 credit hours of general education requirements and 53 credit hours of electives.

The BBA core program is sequentially structured so that students concentrate on one course at a time and move through the courses in a specific order. Students complete the course sequence in the order recommended by the University. Approximately 18 months are required to fulfill the core program requirements.

Program Learning Outcomes

Upon completion of the program, the BBA graduate should be able to demonstrate the following skills and abilities:

 Demonstrate knowledge of managerial functions and organizational resources for efficient business management.  Apply technology to enhance organizational efficiency.  Collect and analyze data to help solve business problems.  Analyze global market opportunities and their influence on strategic marketing decisions.  Develop legal and ethical strategic plans that align with an organization’s mission.  Communicate effectively in writing and orally.

 BACHELOR OF BUSINESS ADMINISTRATION (BBA) Program Learning Outcomes and Common Assessment Assignments

1. Demonstrate knowledge BML 315 Best Practices in Case Study of managerial functions and Management and organizational resources for Leadership efficient business management 2. Apply technology to BML 327 Leveraging Technology Research Paper enhance organizational Technology in Decision efficiency Making

3. Collect and analyze data BML 333 Business Final Business Project to help solve business Analytics problems 4. Analyze global market BML 336 Innovative S.W.O.T. Analysis opportunities and their Marketing Strategies influence on strategic marketing decisions 5. Develop legal and ethical BBA 455 Business Policies Simulation Exercises and strategic plans that align Analysis Presentation with an organization’s mission 6. Communicate effectively BML 305 Effective Essay in writing and orally Business Communication

BBA 446: Project Planning for Managers Credit Hour: 3 Duration: 6 weeks Course Description: This course introduces the concepts and procedures essential to project-centered organizations. Learn about team development and conflict resolution, and use industry-leading software to enhance the project management process, including task assignment, project control, scheduling, and budgeting. Course Objectives: After completing Project Planning for Managers, students should be able to

 Debate the growing importance of project management skills  Choose appropriate project management structures for an organization  Predict project scope and priorities  Discuss methods for estimating project times and costs  Use appropriate software, such as Microsoft Project, for planning, scheduling, and tracking 

projects  Compile the leadership attributes of a successful project manager  Describe the dynamics of selecting and managing a diverse project team  Analyze the ongoing progress of a project through performance measurement and evaluation

BBA 373: Accounting for Business Credit Hour: 3 Duration: 6 weeks Course Description: Accounting for Business goes beyond the mechanics of financial accounting to provide a more advanced understanding of accounting practices. It incorporates financial and managerial accounting concepts, including statement of cash flows, budgeting for planning and control, cost accounting systems, and break-even analysis. Course Objectives: After completing Organizational Structural and Behavior, students should be able to

 Apply organizational theory and models to contemporary concepts such as change management, organizational learning, and open-system thinking  Examine the ethical implications of contemporary issues in organizational behavior  Discuss the importance of developing cross-cultural and global managers  Analyze the roles of perception, personality, emotion, motivation, and feedback in enhancing individual and organizational effectiveness  Apply various models of decision making, problem solving, and conflict management in developing effective groups and promoting teamwork  Discuss influence tactics, power bases, and political behaviors in organizations and their relationship to participative management and empowerment  Compare and contrast various leadership theories and the situational appropriateness of different leadership styles  Demonstrate critical thinking skills and written and oral communication skills, including the ability to use a variety of delivery styles and facilitative techniques

BBA 352: Business Law and Government Regulation Credit Hour: 3 Duration: 5 weeks Course Description: Business Law and Government Regulation examines the formation and application of common law, the Uniform Commercial Code, and administrative agency law in relation to the business organization.

Course Objectives: After completing Business Law and Government Regulation, students should be able to

 Outline the nature of law and the American legal system, the functions of law, the sources of law, and legal reasoning  Explain the relationship among morality, ethics, and law  List the functions of administrative agencies and their impact on business entities  Defend the purpose and use of alternative dispute resolution methods  Explain the characteristics of various business organization types, including sole proprietorships, partnerships, limited partnerships, limited liability companies, and corporations (including subchapter S corporations). Recognize the benefits and limitations of the various structures  Identify the elements of a contract, defenses that may be raised to enforcement of a contract, and what constitutes performance or breach of a contract  Define tort law and explain its functions as a deterrent to certain behaviors and as a means of compensation for injured parties. Understand the doctrine of respondeat superior, and how businesses can be liable for the torts of their employees/agent.  Identify the three main theories of tort liability: intentional, negligent, and strict  Discuss elements of negligence and the importance of the threat of negligence liability to a business entity  Justify product liability based on negligence and strict theories in the context of defective and unreasonably dangerous products  Summarize the theories of liability in the work setting that may arise from employment discrimination based on race, ethnic origin, religion, age, gender, and disability

BBA 455: Business Policy Analysis Credit Hour: 3 Duration: 5 weeks *This is a common assessment course. Online simulation: http://www.bsg-online.com/

Course Description: Find out about the contemporary policy issues facing business professionals, and integrate the various disciplines encountered in the BBA program. The course focuses on learning to evaluate alternatives and construct an effective policy statement. This must be the last course completed in the BBA degree program.

 Course Objectives: After completing Business Policy Analysis, students should be able to

 Apply the Strategic Management Model  Explain the relevance of business ethics to strategic management practice  Analyze both internal and external factors confronting a company  Identify the importance of contending forces within an industry  Conduct SWOT (strengths, weaknesses, opportunities, and threats) and financial analyses

 Summarize the impact of various analyses on company strategy  Evaluate the strategic management processes of various organizations  Recommend future initiatives for companies based on financial and situational analysis  Formally plan and communicate company strategy for a particular timeframe

Supports Program Learning Outcome(s): 5 Common Assessment 5: Develop legal and ethical strategic plans that align with an organization’s mission. Assessment method to measure program performance: Simulation Exercises and Presentation Decisions Each week, the group makes a set of decisions for its company. From operations to finance to marketing, the group decides the best course of action for its company.

Strategic Plan. Each group prepares a Strategic Plan for its company. The Strategic Plan describes, but is not limited to, the company’s mission statement, key performance indicators, financial objectives, legal and ethical issues, marketing initiatives, and competitive data.

Final Presentation. Each group presents, within the role of executive team reporting to the company’s Board of Director, a review of their simulation performance based upon the Strategic Plan devised for the company. The presentation will include: (1) recap of the strategic plan, (2) external analysis, (3) SWOT analysis, (4) value chain review, (5) key performance indicators aligned with the strategic plan and used to make decisions, (6) legal and ethical components, 7) key learning points from the performance, and (8) future plans.

Final Paper. The written report entails an analysis of the group’s decision process and performance in the simulation. Groups will report on the following areas of their exercise: (1) mission statement, (2) legal and ethical issues, (3) Market share objectives, (4) Four-Ps (product, place, price, and promotion), (5) Geographic target market selected and reasons for the selection, (6) Functional area strategies: production, marketing, finance, and human resources, (7) Assessment of competitive forces and actions needed to gain competitive advantage, (8) narrative of the group’s competitive response for each year of the simulation, and (9) description of the key success factors in the group’s simulation.

 BBA 455 Simulation Exercises Rubric

Unsatisfactory Basic Proficient Distinguished Scor CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 e

1.Mission The statement The statement is The mission The statement precisely Statement does not somewhat vague statement adequately communicates what the communicate and may not communicates what company wants to what the company clearly the company seeks to achieve (vision); how, seeks to achieve demonstrate an achieve and how it in general, the and how it plans understanding of will do so. The achievement will be to do so. the simulation statement occur (mission); and parameters and demonstrates an how the company will scope. understanding of behave in its efforts to simulation achieve (core values). parameters and The statement is clear scope. and concise and demonstrates an understanding of simulation parameters and scope.

2.Analysis of The analysis is An analysis of An analysis of factors A comprehensive environment omitted or does factors impacting the analysis of factors and not adequately impacting the company’s ability to impacting the competitors demonstrate the company’s achieve its stated company’s ability to ability to execute ability to achieve mission. The achieve its stated use of analytical its stated analysis demonstrates mission. The analysis tools and/or the mission. The proficient demonstrates a ability to make analysis understanding of proficient logical demonstrates some environmental understanding of conclusions from general analysis tools, e.g., SWOT and industry the analysis. understanding of SWOT, and the analysis tools and the the analytical ability to discern ability to discern sound tool employed sound conclusions. conclusions. The and indicates analysis discussion is some ability to aligned with the stated discern mission and acts as a conclusions. transition to goals and objectives.

3.Goals and Goals and Functional goals Functional goals and Functional goals and objectives objectives are not and objectives objectives, e.g., objectives, e.g., stated or do not are stated and financial and financial and marketing, demonstrate demonstrate marketing, are clear, are clear, specific, and alignment with some alignment specific, and well- well-aligned with the the mission and with the mission aligned with the mission and analysis and analysis mission and demonstrates conclusions. Key conclusions. demonstrates an exceptional indicators are not Key indicators understanding of the understanding of the stated or are not are identified company’s analysis company’s SWOT and well-aligned with and demonstrate and conclusions. Key industry analysis stated goals and some level of indicators are conclusions. Key objectives. alignment with identified and are indicators are identified stated goals and well-aligned with and precisely aligned objectives. stated goals and with measuring stated objectives. goals and objectives.

4.Alignment to Strategic plans are Strategic plans Strategic plans and Strategic plans and mission, legal not stated or are and tactics tactics are aligned tactics are precisely and ethical not adequate demonstrate with the company’s aligned with the aligned with some alignment mission, legal and issues and company’s mission, stated goals mission, legal and with the ethical ethical issues, company’s responsibilities, legal and ethical analysis mission, and demonstrate responsibilities, conclusions, and some recognition understanding of demonstrate exceptional goals and of legal and analysis conclusions, understanding of objectives. ethical issues and are aligned with analysis conclusions, and stated goals stated goals and and demonstrate and objectives. objectives. decisions precisely aligned with stated goals and objectives.

5. Content/ All required All required All required topics All required topics are Project topics are not topics are are covered with comprehensively Knowledge covered. Lacks covered. clear and concise covered with clear and demonstration of Reading is writing conventions. concise writing college-level somewhat conventions. writing cumbersome. Exceptional readability conventions. as demonstrated by flawless flow.  BACHELOR OF SCIENCE IN MANAGEMENT

The Bachelor of Science in Management degree is an upper level undergraduate sequence of courses designed for working professionals.

The BSM core sequence provides students with knowledge and skills in management, human resources, finance, marketing, conflict resolution and international business. Through this sequence of courses, students develop skills in problem solving, team building, leadership, technology and communication as they apply to business.

The Bachelor of Science in Management degree requires the completion of 124 credit hours including a required 41 credit hour core. In addition, students must complete an additional 33 credit hours of general education and 50 credit hours of electives.

The BSM core program is sequentially structured so that students concentrate on one course at a time and move through the courses in a specific order. Students complete the course sequence in the order recommended by the University. Approximately 18 months are required to fulfill the core program requirements. Program Learning Outcomes

Upon completion of the program, the BSM graduate should be able to demonstrate the following skills and abilities:

 Demonstrate management and leadership abilities in an organization.

 Implement business policies that respect diverse environments and employees.

 Employ negotiating and team building techniques to strengthen organizational relationships and achieve organizational goals.

 Apply customer-focused strategies to generate business growth and expansion.

 Use information systems and decision-making models to enhance organizational effectiveness.

 Design ethical and socially responsible practices for an organization.

 Communicate effectively in writing and orally.

 BACHELOR OF SCIENCE IN MANAGEMENT (BSM) Program Learning Outcomes and Common Assessment Assignments

Program Learning Outcome Common Assessment Assessment Method Course

1. Demonstrate management and BML 315 Best Practices Case Study leadership abilities in an in Management and organization Leadership

2. Implement business policies BSM 357 Organizational Case study analysis that respect diverse Culture environments and employees 3. Employ negotiating and team BSM 485 Negotiation Conflict resolution building techniques to and Conflict Resolution exercise strengthen organizational relationships and achieve organizational goals 4. Apply customer-focused BSM 481 Sales Written sales proposal strategies to generate business Management and and presentation growth and expansion Strategies

5. Use information systems and BML 327 Leveraging Identity paper decision-making models to Technology in Decision enhance organizational Making effectiveness 6. Design ethical and socially BSM 491 Management Strategic plan paper responsible practices for an Issues and Society organization 7. Communicate effectively in BML 305 Effective Essay writing and orally Business Communication

BSM 357 Organizational Culture Credit Hour: 3 Duration: 5 weeks Course Description: Organizational Culture focuses on cultural diversity as a factor that must be recognized, understood, and managed in the workplace. Topics include the effects of cultural elements on motivation and productivity and strategies for managing a culturally diverse workforce. BSM core course. Course Objectives: After completing this course, students should be able to

 Describe basic concepts and foundations of the field of organizational behavior   Examine aspects of individual behavior and processes, including personality, perceptions, attitudes, emotions, motivation, and decision-making  Consider the influence of individual behavior and processes on healthy work relationships and employee engagement in the contemporary workplace  Analyze team processes and group dynamics and how they contribute to organizational effectiveness  Describe structures and processes that contribute to organizational effectiveness and achievement of objectives  Analyze how individual, group, and organizational characteristics are interrelated and how they influence (and are influenced by) each other and the environment  Synthesize OB concepts from throughout the course and text in order to discuss practical applications to link theory with real-world practice  Evaluate organizational culture, with particular emphasis on the cause/effect relationships among the three organizational levels that contribute to developing and maintaining the culture

BSM 357: Organizational Culture Supports Program Learning Outcome(s): 2 Assessment method to measure program performance: Case study analysis Write a five page paper analyzing a case study designated by the instructor. Analysis should include aspects of individual behavior, team processes, and organizational structure and culture. Review problems and issues that are evident in respect to diverse environments and employees? What are the likely causes of the problems, and what are the effects on individual performance and organizational success? What can be done to treat the symptoms (i.e. minimize the effects of particular problems) and cure the disease (address the root causes of the problems and change the culture of the organization)? Integrate research from at least three scholarly sources, in addition to the primary text, to support your analysis. Completed assignments should exhibit college- level writing skills (proper spelling, complete and grammatically correct sentences, attention to detail) and follow all guidelines for MLA format and documentation of sources.

BSM 357 Case Study Rubric for BSM Outcome 2

Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10

Writer offers no Writer’s synopsis Writer offers a Writer offers a brief, synopsis of case, or of case may be brief synopsis of accurate synopsis of the thesis statement to slightly the case; thesis case and presents a 1. Introduction and preview key points inaccurate; thesis statement is clear and precise thesis thesis statement of analysis in statement is slightly statement to identify the paper. somewhat vague inconsistent with main ideas that will be or unclear. key points elaborated on in the addressed in paper. paper.

Writer provides an Writer Writer Writer recommends a unsatisfactory recommends recommends at significant list of identification of several policies least three good policies, or 2. Recommendations for policies that will related to diverse policies, or amendments to policies, policies relating to impact diverse cultural issues amendments to that will positively diverse cultures and cultural issues. policies, that will address diverse cultural employees address diverse issues cultural and issues Written response Written response Written analysis Written analysis demonstrates little demonstrates demonstrates demonstrates superior or no some adequate understanding of course 3. Understanding and understanding of understanding of understanding of concepts. Writer application of course course concepts, course concepts; course concepts; applies concepts concepts nor ability to apply response includes response may accurately in proposing concepts accurately several include a few specific in formulating inaccuracies in minor inaccuracies recommendations and recommendations applying concepts in applying problem-solving or problem-solving to concepts to strategies. strategies. recommendations. recommendations.

Writer does not Writer references Writer references Writer references reference the text specific concepts specific concepts specific concepts from or any other source from primary text from primary text primary text and at least to support analysis OR at least one AND at least one two additional outside 4. Integration of in response to outside sources to additional outside sources to support resources essay question, OR support analysis. source to support analysis. Writer writer uses Documentation of analysis. Writer accurately documents borrowed material sources contains a accurately all sources with but fails to several documents all parenthetical citations document sources inaccuracies in sources with and works cited list. altogether. parenthetical parenthetical citations or works citations and works cited list. cited list.

Ideas are Ideas are Writing is clear and Writing is cohesive and completely somewhat coherent. articulate. Organization disorganized and disorganized or Organization and and sequencing of ideas ineffectively ineffectively sequencing of ideas are clear, logical, and sequenced, to the sequenced. are clear, logical, effective. Spelling, point that the Several spelling, and effective. punctuation, and 5. Writing style, format, writer’s meaning is punctuation, and Several spelling, grammar errors are and mechanics unclear. Many grammar errors punctuation, or rarely evident. Writer mechanical errors are evident. grammar errors are follows all guidelines detract attention Writer follows evident. Writer for MLA format. from content. some aspects of follows most Writer neglects all MLA format and guidelines for aspects of MLA overlooks others. MLA format. format.

 BSM 462 Multinational Management Credit Hour: 3 Duration: 5 weeks Course Description: This course concentrates on decision making as related to planning, organizing, and controlling multinational organizations. It addresses differences in overseas operations, including international finance, trade barriers, joint ventures, partnerships, political risks, and human resources. BSM core course. Course Objectives: After completing this course, students should be able to

 Outline current trends in international investment and trade and explain the importance of international management  Describe the environment in which the international manager operates by examining the major environmental dimensions: economy, culture, politics, law, and technology  Explain the dimensions of culture and describe their impacts on cross-culture management and intercultural communication  Discuss the complex issues involved in international strategic planning, organizing, decision making, negotiation, and controlling processes  Identify the wide range of human resources issues related to international management with an emphasis on cross-culture motivation, leadership, training, personnel selection, and repatriation  Demonstrate a sensitivity and capability in identifying and analyzing current international issues affecting international business

BSM 481 Sales Management and Strategies Credit Hour: 3 Duration: 5 weeks Course Description: Sales Management and Strategies introduces sales as a social process. Students analyze principles and techniques of presenting goods and services to prospective customers and explore marketing as a human activity directed at satisfying needs and wants through exchange processes. BSM core course.

Course Objectives: After completing this course, students should be able to

 Discuss the role of sales management in meeting the objectives of contemporary business organizations

  Integrate sales planning into the organization's marketing mission and strategic plan  Evaluate the impact of the buyer behavior process on both sellers and consumers  Explain the marketing mix components and the role of each in selling situations  Create an effective sales management mix for products and services, including the elements of the sales management process: budgeting, recruiting, training, development, compensation, and promotion  Develop and deliver a sales communication strategy plan  Describe the five alternate approaches to personal selling and the appropriate time to use each  Evaluate the elements of sales management and design an effective selling organization that contributes to the corporation's overall goals and objectives  Apply skills and concepts from this course to advance your personal career

Common Assessment 4: Apply customer-focused strategies to generate business growth and expansion

Assessment method to measure program performance: Written Sales Proposal and Presentation Review the Sales Proposal Assignment Handbook on the textbook’s companion website. With your group, complete all stages of the assignment to produce a written sales proposal in four parts: 1) seller profile; 2) SPIN (situation, problem, implication, need payoff); 3) FAB (features, advantages, benefits); and 4) financial analysis spreadsheet. During Class Five, deliver a sales proposal presentation to your classmates, who will play the role of buyer in the scenario.

BSM 481 Written Sales Proposal and Presentation Rubric

CRITERIA Unsatisfactory Basic Proficient Distinguished Score 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 1. Seller Seller Profile Seller Profile creates Seller Profile Seller Profile creates Profile creates negative neutral impression, creates generally highly positive impression, fails identifies positive impression by clearly to clearly identify product/service; impression, identifying product/service; should be more clear identifies product/service and and is completely or thorough in product/service; communicating unclear in communicating could be slightly sellers’ skills, talents, communicating sellers’ skills, talents, more thorough in goals and purpose to sellers’ skills, goals and purpose to communicating buyer. talents, goals and buyer. sellers’ skills, purpose. talents, goals, purpose to buyer.

2. SPIN Group makes no Group demonstrates Group Group demonstrates attempt to ask minimal ability to demonstrates superior ability to questions or probe probe for effective ability to probe for for information; information; probe for information; proposal ignores questions are too information; develops numerous one or more vague or narrow, or develops at least effective, open-ended components of neglect one or more two general questions for each SPIN. components of SPIN. questions for each component of SPIN. component of SPIN. 3. FAB Group’s proposal Group’s proposal Group’s proposal Group’s proposal omits any communicates at generally clearly and reference to least one feature of communicates at thoroughly features, the product or least two features communicates advantages, or service, one of the product or numerous features of benefits to the competitive service, two the product or buyer. advantage, and one competitive service, competitive benefit to the buyer; advantages, and advantages, and proposal may lack two benefits to the benefits to the buyer. sufficient depth or buyer. clarity.

4. Financial Proposal neglects Proposal presents Proposal presents Proposal presents Analysis the seller’s value some financial data, spreadsheet, notes, clear and thorough proposition and but is incomplete or source citations, financial analysis fails to provide somewhat unclear and graphs; (spreadsheet, notes, any significant about seller’s value financial analysis source citations, and financial analysis. proposition. is slightly unclear graphs) to quantify or inaccurate. seller’s value proposition.

5. Style and Proposal contains Proposal format is Proposal format is Proposal format is Format a significant cluttered or mostly clean and clean and consistent number of errors inconsistent, lacks consistent, has throughout, with and lacks any professional professional professional attention to detail; appearance in places, appearance and no appearance and style and format and contains several more than a few significant attention are completely mechanical errors. minor mechanical to detail. ineffective. errors.

6. Speaking Most group Some group Most group All group members Skills members members members, overall, demonstrate superior demonstrate demonstrate demonstrate speaking skills (clear frequent occasional effective speaking enunciation, deficiencies in deficiencies in skills (clear deliberate pace, speaking skills speaking skills (clear enunciation, audible volume) and (clear enunciation, deliberate pace, presence (posture, enunciation, deliberate pace, audible volume) movement, deliberate pace, audible volume) and and presence engagement with audible volume) presence (posture, (posture, audience). and presence movement, movement, (posture, engagement with engagement with movement, audience). audience). engagement with audience).

7. Content Proposal Proposal presentation Proposal Proposal presentation presentation neglects at least one presentation contains all required neglects several required component; contains all components; group required group’s description required clearly and components; of proposal content is components; thoroughly describes group’s largely vague or group’s description each aspect of description of unclear at times. of proposal content proposal to buyer. content is is slightly vague or completely vague, unclear at times. unclear, and ineffective. 8. Response Group fails to Group generally Group generally Group clearly and to respond to any responds to any responds to any effectively responds questions questions or questions or questions or to any questions or objections from objections from objections from objections from buyer, and lacks buyer, and buyer, and buyer, and skills in demonstrates demonstrates demonstrates attempting to minimal skills in effective skills in superior skills in close the sale. attempting to close attempting to close attempting to close the sale. the sale. the sale.  BSM 485 Negotiation and Conflict Resolution Credit Hour: 3 Duration: 5 weeks Course Description: Negotiation and Conflict Resolution focuses on contemporary processes in conflict resolution, as well as the psychodynamics of conflict. Students study the evolution and application of conflict resolution. The course also examines application of behavioral science concepts and skills within the programs, operational units, or systems of an organization. BSM core course. Course Objectives: After completing this course, students should be able to

 Distinguish the similarities and differences in positional negotiation and principled negotiation and utilize either or both in a negotiation to achieve an acceptable outcome  Discuss the use of various communication and persuasive techniques to successfully conclude a negotiation  Formulate and apply a strategic negotiating plan to resolve both simple and complex group conflicts  Identify circumstances appropriate for mediation as a means to third party conflict resolution  Evaluate distributive and integrative bargaining processes and identify circumstances that are favorable for their utilization  Describe the role of power in conflict resolution and identify the sources and uses of power in negotiation  Identify your own preferences for bargaining and influencing  Analyze the effect of individual differences and characteristics on the conflict resolution process

Supports Program Learning Outcome(s): 3 Common Assessment 3: Employ negotiating and team building techniques to strengthen organizational relationships and achieve organizational goals

Assessment method to measure program performance: National Basketball Association Strike Groups will receive their assignments in the second week determining whom they will represent in the NBA strike. The class will be divided into three groups: player’s (union), owners and / or mediators.  NBA contract negotiations exercise. Groups will research the dispute. The groups must be able to explain the central issues of the dispute.  In the third week of class a proposed plan of action will be submitted from each group.

Negotiations exercise The negotiation exercise will take about three hours to complete.

Negotiation planning strategy paper Groups will write a 10-14 page negotiation plan due in the final week of class. Each student will be responsible for a minimum of 2.5 pages. The paper will include the following items: 1. Introduction 2. Emotional Component of Dispute 3. Background of Dispute 4. Defining the Dispute 5. Agenda 6. Hidden Agenda 7. Generating Options for Settlement 8. Assessing Options for Settlement 9. Strategies for Closing the Agreement 10. Conclusion

Grading will be done using the Assessment rubric in the following format. BSM 485 Rubric for BSM Outcome 3 Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10 1. Background The group The group grasped The group grasped all The group of the failed to grasp most of the issues of the issues in the demonstrated a Dispute the main issues in the dispute, but dispute, but failed to strong understanding in the dispute. failed to explain explain them in a of the issues and them in a thorough thorough and explained all the and compelling compelling manner. issues. manner.

The paper The paper The paper identified The paper clearly 2. Proactive focused on identified both both positional and identified both Problem positional positional and principled bargaining positional and Solving bargaining. principled and presented limited principled bargaining bargaining, but options for options and failed to expand settlement. presented numerous the options for settlement options. settlement. The paper failed The paper The paper identified The paper clearly to identify identified objective standards to identified objective objective objective use in reaching an standards for solving standards for standards for agreement and problems within the solving the solving the explained the dispute and provided 3. Objecti problem. problem, but failed objective standards, examples of similar ve Standard to explain the but failed to provide standards used in importance of an examples of the use other agreements and objective standard. of objective / or dispute standards in this resolution processes. agreement or in similar situations. The paper did The paper The paper separated The paper separated not separate the attempted to the people from the the people from the 4. Separat personalities separate the people interests, but did not problem and ed the involved in the from the interest, present potential suggested strategies People from negotiation but did not do so pitfalls and strategies for dealing with the the Problem from the in a convincing for dealing with people if they were interests in the manner. problematic the problem. negotiation. negotiators.

 BSM 491 Management Issues and Society Credit Hour: 3 Duration: 5 weeks Course Description: Management Issues and Society explores the interrelationships among business, society, and the government. It examines issues such as corporate responsibility, ethics, ecology, public affairs, and the complex roles government plays in business in a global economy. BSM core course. Course Objectives: After completing this course, students should be able to

 Determine key primary and secondary stakeholders for corporations  Analyze the interaction between business, government, and society  Synthesize social responsibility and economic and legal responsibilities  Judge ethical, political, and social challenges global businesses face  Formulate business strategies that respect environmental issues  Critique corporate mergers, including their relation to antitrust regulations and policies  Create a balance between employer’s needs and employee’s needs

Supports Program Learning Outcome(s): 6 Common Assessment 6: Design ethical and socially responsible practices for an organization Assessment method to measure program performance: Strategic Plan Paper In student groups, develop a strategic plan for the creation of a socially responsible business initiative. Required components include:

1. External analysis (identification and definition of the need the business would solve, public policy impacts, primary external stakeholders, and competitive factors) 2. Internal analysis (description of product/service capabilities) 3. Identification and analysis of possible strategies 4. Recommendations 5. Assessment of the specific ethical and societal impact of recommended strategies.  BSM 491 Capstone Project Rubric

CRITERIA Unsatisfactory Basic Proficient Distinguished Score 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 1. Extern Analysis omits Assessment omits Assessment Assessment al Analysis several at least one generally addresses comprehensively components component potential addresses potential (potential (potential users/customers, users/ customers, users/customers, users/customers, public policy public policy public policy public policy impacts, impacts, impacts, impacts, stakeholders, and stakeholders, and stakeholders, or stakeholders, or competition. Group competition. Group competition). competition). derives several derives several Conclusions Conclusions general conclusions specific conclusions derived from data derived from data from the data from the data are entirely may be somewhat presented. presented. incomplete, incomplete, unclear, or unclear, or inaccurate. inaccurate.

2. Intern Assessment fails to Assessment of Assessment Assessment al Analysis address more than internal resources generally evaluates comprehensively one internal is superficial or internal resources, evaluates internal resource (financial, incomplete including financial resources, including human, or (ignores financial, capital, human financial capital, operational capital) human, or capital, and human capital, and and fails to operational operational capital. operational capital. consider capital); Group constructs Group constructs construction of description of effective delivery superior service viable delivery service delivery models and delivery models and models. models is vague or describes them describes them unclear. sufficiently in clearly in presentation. presentation.

3. Strate Group fails to Group synthesizes Group synthesizes Group synthesizes gic adequately external and external and external and internal Development synthesize external internal internal assessments, and internal assessments and assessments, presents at least 5 assessments; presents at least 2 presents at least 3 logical and viable strategies, if any, strategic logical and viable strategic approaches, are completely approaches, but strategic and clearly identifies unclear or they are somewhat approaches, and drivers and impractical, and do unclear or their identifies drivers restrainers for each. not identify key viability may be and restrainers for drivers or questionable. each. restrainers.

4. Recom Group fails to Connection Strategic Strategic mendations establish any between strategic recommendations recommendations connection recommendations link to the external link clearly and between strategic and external/ and internal directly to the recommendations internal analyses analyses; external and internal and external/ are unclear; connections could analyses. internal analyses; conclusions are be more clear or Conclusions are conclusions, if any, somewhat direct. Conclusions logical based on the are illogical and questionable. are plausible. analysis of possible implausible. strategies.

5. Assess Group lacks basic Group Group demonstrates Group demonstrates ment of understanding of demonstrates basic effective superior Ethical and subject, and understanding of understanding of understanding of Societal ignores strategic subject, but subject, but may subject; identifies Impact objectives, demonstrates demonstrate minor specific, potential several significant oversights measureable unintended oversights regarding strategic strategic objectives; consequences, regarding strategic objectives, potential considers potential possible strategic objectives, unintended unintended adjustments, and potential consequences, consequences; the scorecard unintended possible strategic proposes possible approach to consequences, adjustments, or the strategic strategies. possible strategic scorecard approach adjustments; and adjustments, or the to strategies. applies scorecard scorecard approach approach to to strategies. strategies.

 BACHELOR OF ARTS IN BUSINESS LEADERSHIP Statement of Purpose The Bachelor of Arts in Business Leadership program is an upper division undergraduate sequence of courses designed for working professionals. The BBL core sequence provides students with knowledge in leadership, accounting, finance, employee development, marketing, business law, and human resources. Through this sequence of courses, students develop skills in creating effective organizational climates, coaching, managing teams, leading projects, and making intuitive and data driven decisions. The BBL degree requires the completion of 124 credit hours. The core sequence includes 41 credit hours of coursework required of all students. Students must complete an additional 33 credit hour general education distribution and 50 credit hours of electives. The BBL core program is sequentially structured so that students concentrate on one course at a time and move through the courses in a specific order. Students complete the course sequence in the order recommended by the University. Approximately 18 months are required to fulfill the core program requirements. Program Learning Outcomes Upon completion of the program, the BBL graduate should be able to demonstrate the following skills and abilities:

 Apply knowledge of organizational resources and functions to solve business challenges.  Utilize leadership strategies to increase organizational effectiveness.  Implement team building practices to strengthen relationships among employees.  Apply leadership skills within multiple organizational contexts.  Prepare leadership-based problem-solving strategies to address employee needs.  Communicate effectively in writing and orally.  Execute work-flow processes to maximize organizational efficiency.  BACHELOR OF ARTS IN BUSINESS LEADERSHIP (BBL) Program Learning Outcomes and Common Assessment Assignments

Program Learning Outcome Common Assessment Assessment Method Course 1. Apply knowledge of BML 333 Business Case Study Analysis organizational resources and Analytics functions to solve business challenges 2. Utilize leadership strategies to BBL 473 Leadership Case Study increase organizational Project effectiveness. 3. Implement team building BBL 397 Leading and Team Building practices to strengthen Coaching Teams Research Paper relationships among employees 4. Apply leadership skills within BBL 473 Leadership Case Study multiple organizational Project contexts. 5. Prepare leadership-based BML 348 Strategic Final Exam problem-solving strategies to Human Resources address employee needs 6. Communicate effectively both BML 305 Effective Essay in writing and orally Business Communication

7. Execute work-flow processes to BBL 473 Leadership Capstone Project maximize organizational Project Paper efficiency.

BBL 352 Business Law and Government Regulations Credit Hour: 3 Duration: 6 weeks Course Description: Business Law and Government Regulations examines the formation and application of common law, the Uniform Commercial Code, and administrative agency law in relation to the business organization. BBL core course. Course Objectives:

After completing Business Law and Government Regulation, students should be able to,   Outline the nature of law and the American legal system, the functions of law, the sources of law, and legal reasoning  Explain the relationship among morality, ethics, and law  List the functions of administrative agencies and their impact on business entities  Defend the purpose and use of alternative dispute resolution methods  Explain the characteristics of various business organization types, including sole proprietorships, partnerships, limited partnerships, limited liability companies, and corporations (including subchapter S corporations). Recognize the benefits and limitations of the various structures  Identify the elements of a contract, defenses that may be raised to enforcement of a contract, and what constitutes performance or breach of a contract  Define tort law and explain its functions as a deterrent to certain behaviors and as a means of compensation for injured parties. Understand the doctrine of respondeat superior, and how businesses can be liable for the torts of their employees/agent.  Identify the three main theories of tort liability: intentional, negligent, and strict  Discuss elements of negligence and the importance of the threat of negligence liability to a business entity  Justify product liability based on negligence and strict theories in the context of defective and unreasonably dangerous products  Summarize the theories of liability in the work setting that may arise from employment discrimination based on race, ethnic origin, religion, age, gender, and disability

BBL 365 Leadership: Lessons from History Credit Hour: 3 Duration: 6 weeks Course Description: Students evaluate leadership lessons learned across time by surveying leaders and applying leadership theory to their styles. Readings will illuminate the actions taken by many leaders as they struggled with making ethical decisions, thinking critically, and building teams of people. BBL core course. Course Objectives: After completing Leadership: Lessons from History, students should be able to,

 Identify/analyze the historic roots of leadership theories, practices, and trends.  Compare/contrast historic work environments, worker motivations, leadership styles, and related variables.  Identify the prominent individuals who influenced the discipline of leadership and examine their contributions.  Examine changes in leadership focus during significant historical periods.  Determine/analyze the most significant historical influences upon leadership.  Examine significant historic phenomenon and leadership influences upon them.  Explore/analyze historic trends in leadership values and ethics.  Identify/evaluate the leadership skills of selected leaders from the past.

  Apply models for comparing historic leadership challenges to those of today.  Understand leadership research that has been conducted as well as the trends toward future research inquiry.

BBL 373 Applied Accounting for Business Decisions Credit Hour: 3 Duration: 6 weeks Course Description: Applied Accounting for Business Decisions goes beyond the mechanics of financial accounting to provide a more advanced understanding of accounting practices. It incorporates financial and managerial accounting concepts, including statement of cash flows, budgeting for planning and control, cost accounting systems, and break-even analysis. BBL core course. Course Objectives: After completing Accounting for Business, students should be able to,

 Choose appropriate accounting terminology  Select correct uses for financial statements for different users  Appraise information from an annual report  Analyze how a variety of transactions influence financial statements  Determine the importance of accurate cost information  Derive cost-volume-profit relationships  Analyze the accounting factors that influence real business decisions

BBL 397 Leading and Coaching Teams Credit Hour: 3 Duration: 6 weeks Course Description: Students experience an applied approach to effective leading and coaching models and applying these concepts. Students develop structures, processes, and strategies to create and maintain effective teams. BBL core course. Course Objectives:

After completing Leadership and Coaching Teams, students should be able to,

 Apply various theories of group and team development  Formulate techniques and processes for the development of leadership and coaching skills  Model techniques for facilitating decision-making when dealing with challenges of conflict and resistance  Practice knowledge of social and cultural differences in a leadership role  Discover the influence organizational goals have over the leadership process  Formulate a plan that identifies a personal leadership philosophy  Identify individual leadership strengths and areas for development  Construct a plan for achieving success as a leader or coach 

Supports Learning Outcome(s): 3 Common Assessment 3: Implement team building practices to strengthen relationships among employees Assessment method to measure program performance: Team Building Research Paper Write a seven page research paper that researches team building practices that strengthen relationships among employees. Cite at least six credible authorities on team building practices that strengthen employee relationships. Please refer to the following criteria for evaluating the research paper in the rubric below.

BBL 397 Research Paper Rubric

CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Team Team building Four team Five important At least six effective Building practices identified building practices team building team building Practices were not were identified practices were practices were appropriate and with limited adequately thoughtfully were not discussed. discussion. discussed. discussed.

2. Relation It was difficult to A week A connection was A strong connection ship Building understand how connection was made between was made between team building made between each team each identified team practices impacts each team building practice building practice and employee building practice and how each how the practice relationships. and how each impacts employee would enhance the impacts relationships. development of relationships. employee relationships.

3. Develop The argument for The argument for The writer A thoughtful ment of needing team why team developed an argument was Argument building practices building practices interesting meticulously to enhance are needed to argument for the developed on the employee enhance importance of value of team relationships was employee team building building practice in very weak at best. relationships was practices when the development of weak. building employee employee relationships. relationships.

4. Citations Only two outside Two outside Supporting Strong supporting from sources were cited sources were arguments from at arguments were Credible but they had limited cited that least three carefully credited to application to the provided some additional outside Sources at least four credible topic. The MLA support to the sources were format was not topic. References cited. The writer sources throughout used. were not accurately the paper. The accurately cited in documents all sources were the MLA format. sources in the accurately cited MLA format. using MLA standards.

BBL 433 Building Organizational Climates Credit Hour: 3 Duration: 6 weeks Course Description: Students discover the elements that create organizational climates. After reviewing the literature and foundations of organizational climates, students develop systematic methods of building climates within organizations. BBL core course. Course Objectives:

After completing Building Organizational Climates, students should be able to,

 Define the concepts of organizational climate and culture by examining their theoretical foundations  Differentiate between organizational climate and culture  Examine the interrelation between climate and culture in organizations  Identify the dimensions of organizational climate and the forces that influence it.  Discuss the effects of climate on an organization and its members  Analyze the relationship between leadership, motivational forces, and organizational climate  Implement leadership practices that build organizational climates  Build climate profiles to cultivate particular characteristics of an organization and its members, such as productivity and job satisfaction, diversity, teamwork, ethical behavior and citizenship, creativity and innovation, service, physical and psychological safety, knowledge management and continuous learning, and change management.

 BBL 473 Leadership Project Credit Hour: 3 Duration: 4 weeks Course Description: Students analyze common mistakes and pitfalls made in project management. The course surveys broad concepts including successful project planning, organization, and implementation. Topics include the project management lifecycle, work planning technologies, and evaluation techniques. This course is designed to be the capstone course of the BBL core/major. BBL core course. Course Objectives:

After completing Leadership Project, students should be able to,

• Identify the roles associated with leading a project, including interaction with the team and its stakeholders • Analyze the three guiding principles of project management: time, cost, and quantity • Develop processes to achieve organizational objectives without exceeding project goals • Design a plan to successfully complete and evaluate a project • Create leadership strategies to guide a team through the phases of a project

Supports Learning Outcome(s): 2, 4 Common Assessment 2: Utilize leadership strategies to increase organizational effectiveness. Common Assessment 4: Apply leadership skills within multiple organizational contexts. Assessment method to measure program performance: Case Study Write an eight-page paper analyzing a case study designated by the instructor. Analysis should include describe specific aspects of leadership skills and behavior, team processes, and organizational effectiveness. Identify how the leadership skills and behaviors discussed in the study are the likely to affect the organizational effectiveness. Discuss what can be done to modify any noted leadership skills and behaviors in an effort to increase the organizational effectiveness. Cite at least three scholarly sources to support your observations. Completed assignments should exhibit college-level writing skills (proper spelling, complete and grammatically correct sentences, attention to detail) and follow all guidelines for MLA format and documentation of sources.

BBL 473 Case Study Rubric

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Introducti The writer offers The writer’s Writer offers a The writer offers an on and thesis no synopsis of synopsis of case brief synopsis of accurate synopsis of statement case, or thesis may be slightly the case; thesis the case and presents statement to inaccurate; thesis statement is a clear and precise preview key statement is slightly thesis statement to points of analysis somewhat vague inconsistent with identify the main in paper. or unclear. key points ideas that will be addressed in elaborated on in the paper. paper.

2. Identificat The writer The writer The writer The listing of ion of identifies few identifies a identifies a leadership skills and leadership leadership skills limited number number of behaviors are skills and and behaviors leadership skills leadership skills comprehensive and behaviors and does not and behaviors and and behaviors and thorough. The writer discuss how the does a very basic provides some thoroughly explains skills and job of explaining explanation on how the skills and behaviors will how the skills and how the skills and behaviors that will impact the behaviors will behaviors will impact the organizational impact the impact the organizational effectiveness. organizational organizational effectiveness. effectiveness. effectiveness. 3. Understandin The written The written The written The written analysis g and response response analysis demonstrates superior application of demonstrates demonstrates demonstrates understanding of modifications little or no some adequate organizational that will understanding of understanding of understanding of effectiveness. The increase the course concepts organizational organizational writer applies organizational or the ability to effectiveness. effectiveness concepts accurately in effectiveness apply concepts The makes proposing specific accurately in recommendations recommendations recommendations and formulating provided have that require problem-solving recommendations limited value for problem solving strategies. or problem- increasing the strategies. solving organizational strategies. effectiveness.

4. Citing The writer does The writer The writer The writer references supporting not reference references references specific concepts sources other sources to specific concepts specific concepts from at least three support analysis from at least one from at least two additional outside in response to outside sources to additional outside sources to support written support analysis. source to support analysis. The writer arguments. The citations analysis. The accurately documents contain several writer accurately all sources with inaccuracies. documents all citations in the MLA sources in the format. MLA format.

5. Writing style, Ideas are Ideas are Writing is clear Writing is cohesive format, and completely somewhat and coherent. and articulate. mechanics disorganized and disorganized or Organization and Organization and ineffectively ineffectively sequencing of sequencing of ideas sequenced, to the sequenced. ideas are clear, are clear, logical, and point that the Several spelling, logical, and effective. Spelling, writer’s meaning punctuation, and effective. Several punctuation, and is unclear. Many grammar errors spelling, grammar errors are mechanical are evident. punctuation, or rarely evident. Writer errors detract Writer follows grammar errors follows all guidelines attention from some aspects of are evident. for MLA format. content. Writer MLA format and Writer follows neglects all overlooks others. most guidelines aspects of MLA for MLA format. format.

Supports Learning Outcome(s): 7 Common Assessment 7: Execute work-flow processes to maximize organizational efficiency. Assessment method to measure program performance: Capstone Project Paper Students are required to interview two business executives and write a paper that describes the following: 1. Executive work load 2. Company work flow 3. Company efficiency 4. Suggestions to improve efficiency 5. Other observations Class members are required to write an eight to ten page paper that describes the items listed above for the two executives interviewed. Please cite at least six notable sources that discuss recommendations that will maximize company efficiency. Please refer to the following rubric for assessment guidelines.

BBL 473 Capstone Project Paper Rubric

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Description of A limited or A very basic An adequate A detailed Work-Load unsatisfactory description of description of description of the description of executive work- executive work- executive’s work- executive work- load was load was load was load was provided. provided. provided. provided.

2. Work-Flow and An unsatisfactory A very basic An adequate A detailed Efficiency description of description of description of description of how executive how executive how executive how executive work-flow work-flow work-flow work-flow maximized maximized maximized maximized efficiency was efficiency was efficiency was company provided. provided. provided. efficiency was provided.

3. Recommendations Recommendation Two limited Several good A detailed listing to Improve s to improve recommendations recommendations of Efficiency company were provided to were provided to recommendations efficiency were improve improve to improve unsatisfactory. company company company efficiency. efficiency. efficiency was provided.

4. Sources Cited Less than five Five sources Six sources were Six relevant and sources were cited were cited cited that scholarly sources and the sources relating to provided insights were cited that lacked relevance company to company provided to company efficiency. Not efficiency. thoughtful efficiency. MLA all sources were Citations were in insights to formatting was relevant. MLA format. company not used. Citations efficiency. included some Citations were in errors for MLA MLA format. formatting. 5. Writing and The paper is The paper has The paper has a The paper is mechanics marred by some errors, but few errors in generally free numerous errors generally grammar, usage, from errors in in grammar, demonstrates and mechanics grammar, usage, usage, and control of mechanics mechanics that grammar, usage, frequently and mechanics. interfere with meaning.

Bachelor of Science in Mass Media Statement of Purpose

The Bachelor of Science in Mass Media (BMM) program is designed to prepare students for a career in a variety of 21st-century businesses which value strong mass communication and critical thinking skills. The program is broad-based yet focuses on a wide range of traditional and alternative media including television, radio, journalism, publishing, the World Wide Web, and new communication technologies. During the program students will learn about the ethical principles and legal concerns in the media industry, as well as the importance of building relationships between business and community through mass media. Throughout the program students will use current technology applications to enhance their techniques and technical competencies required in industry. The 44-credit-hour program is offered online and can be completed in just over two years.

Upon completion of the BMM degree at Baker University, students should be able to: • Demonstrate above-average skill in written communication and knowledge of the conventions of writing for the mass media • Demonstrate skill in and understanding of visual communication as it is employed in the print and online media, broadcasting, public relations, and sports information • Demonstrate above-average skill in the range of oral communication applications found in mass media environments, from formal presentations to the news interview • Demonstrate the technical skills necessary to be employed in the medium on which the student’s coursework has focused or in a professional environment that employs mass communications • Evaluate the ethical implications of media practice as well as the impacts of media content upon both the broader society and individuals, particularly those who are not in positions of power and influence and whose access to the media may be limited • Demonstrate an understanding of the legal environment in which the media operates. Specifically, students should be versed in the regulatory, statutory, and case law applicable to the media in which they have specialized, and be able to evaluate the legal implications of mass media content in order to avoid both harm and liability and to respect and strengthen the constitutional protection of speech and press. • Articulate an informed view of the media’s role within the social structure and of the cultural implications of media practices and trends

• Incorporate a general knowledge of media history into decisions about media operations and content • Demonstrate professional and personal development from opportunities afforded within the program, and the skills to continue such development after graduation

Common Assessments are under development.

BMM 230 Digital Media I Credit Hour: 3 Duration: 7 weeks Course Description This course will emphasize basic skills for digital media, including photography, Web design, and content management. Students will have hands-on instruction for incorporating a variety of media, such as text, graphics, audio, still photography, and video, into a single platform. While the class primarily focuses on Internet-related media production, students may also be able to adapt content for other uses. BMM core course.

Course Objectives:

After completing this course, students should be able to:

• Compose, crop, and process digital images in a variety of file formats. • Create a digital illustration that incorporates multiple layers and display text. • Interpret and manipulate simple html. • Design basic Web pages with hyperlinks. • Use third-party Web platforms to embed into custom web pages. • Record and edit audio packages to appropriate file formats.

BMM 231 Digital Media II Credit Hour: 3 Duration: 7 weeks Course Description This course will emphasize advanced skills for digital media, including photography, Web design, and content management. Following a two-week review of fundamentals and a three- week overview of interactive software, the class will be organized around a series of intensive hands-on projects requiring the integration of text, graphics, audio, still photography, and video. Students will produce projects intended for Baker University student media or area commercial media outlets. While the class primarily focuses on Internet-related media production, students may also be able to adapt content for other uses. Prerequisite: BMM 230 Digital Media I. BMM core course.

Course Objectives:

 Use a third-party content management system to establish a sustainable website framework.  Combine audio and still photography to create an informative audio slideshow.  Use a third-party video site (such as YouTube or Vimeo) to embed video onto a custom web page.  Create a fully polished portfolio project that incorporates skills learned in Digital Media I and Digital Media II. 

BMM 232 Graphic Design Credit Hour: 3 Duration: 7 weeks Course Description This course is an introduction to graphic design as a form of visual communication through the use of image, form, color, and type. Students will be introduced to the fundamental principles of graphic design, and will explore formal composition principles, graphic design methodology, and approaches to digital layout. The course will include practical exercises in visual perception, visual organization, and visual communication. We will use computer applications in this class including Adobe InDesign for page layout, and Adobe Photoshop for photographic and image editing. Basic principles and elements of design will be explored for creating ads, logos, newsletters, magazine covers, posters, and brochures. A final CD with student artwork will be created for a digital portfolio. BMM core course. Course Objectives:

• Design with formal elements--line, shape, color, value, texture and format. • Employ principles of design--balance, emphasis, rhythm and unity. • Manipulate graphic space. • Identify the graphic elements of format, type and visuals. • Demonstrate an understanding of graphic design terminology. • Combine image and text in a skillful and expressive manner.

BMM 260 Introduction to Public Relations Credit Hour: 3 Duration: 7 weeks Course Description This course is designed to introduce students to the basic concepts and principles of public relations. Students will learn the very different ways PR can be viewed from organization to organization and the various roles PR practitioners might play depending on corporate or organizational structure. Issues of message development, strategy, development of publics, research, writing, and post-message evaluation will also be emphasized. BMM core course.

Course Objectives:

• Define public relations as it relates to corporate, agency, and non-profit settings. • Develop ways to identify publics upon whom an organization’s success depends. • Identify strategies for message development. • Identify strategies for message delivery. • Articulate ways in which public relations efforts may be evaluated in order to benefit a practitioner’s organization.  BMM 261 Public Relations Writing Credit Hour: 3 Duration: 7 weeks Course Description This course offers instruction and writing practice designed to develop the professional-level writing skills expected of public relations practitioners. Students will explore approaches required in corporate, agency, and non-profit settings, as well as writing suitable for different audiences and media forms. Prerequisite: BMM 260 Introduction to Public Relations. BMM core course.

• Write clear, concise copy that is accurate and logically organized. • Write with correct grammar, spelling and punctuation. • Articulate an organizational vision through their writing by identifying and representing specific message characteristics. • Identify appropriate and meaningful approaches to research of a topic for inclusion in public relations writing. • Find and use reliable sources of information. • Interview skillfully and to use attributions from all sources correctly. • Apply basic information in different formats.

BMM 300 Introduction to Strategic Communication in a Digital World Credit Hour: 2 Duration: 4 weeks Course Description This course introduces students to the basic concepts to be addressed in the major and acquaints them with course technology. BMM core course.

Course Objectives:

After completing Introduction to Strategic Communication in a Digital World, students should be able to

 Build a connection to Baker University through an understanding of student resources and university policies/procedures  Develop college level writing skills  Follow proper APA formatting  Understand the role mass media has in society  Identify current and emerging media technologies

 BMM 325 Advertising Credit Hour: 3 Duration: 7 weeks Course Description This course focuses on the role of mass media advertising in a free market economy. Advertising is examined from both a management and creative perspective emphasizing both the theoretical and practical aspects of organization and staffing, marketing research, consumer behavior, media buying, advertising/marketing strategy and tactics, planning, evaluation, design/art/graphics, copy writing, and advertising agency/client relations. BMM core course. Course Objectives:

• Discuss the philosophy of advertising and explain why its study is important to marketers. • Determine how marketers segment consumers to sell the marketers’ products or services most effectively. • Demonstrate the components of a strong brand and the importance of a consistent marketing mix message. • Differentiate the components of promotions that make up a sound marketing plan. • Contrast advertising and marketing. • Use key advertising concepts to create effective advertisements for different media. • Create an effective media plan based on a product or service, the media involved, and a budget. • Develop an advertising plan for a company using media planning strategies.

BMM 331 Mass Media Ethics Credit Hour: 3 Duration: 7 weeks Course Description This course is designed to give mass media practitioners and consumers an understanding of ethical decision making in American newsrooms and other venues in which media content is created. A substantial research project is required. BMM core course.

Course Objectives:

• Describe the operation of moral agency and social responsibility in newsrooms, in advertising and public relations offices, and in the entertainment industry. • Identify the ethical basis of decision-making by journalists, advertising and public relations practitioners, and entertainment producers. • Identify ethical dilemmas in the mass media, both contemporary and historical. • Identify the impact of the media on public and private life in the United States.

 BMM 340 Public Relations Cases Credit Hour: 3 Duration: 7 weeks Course Description This upper-college level course is designed to apply many of the principles learned by students in introductory public relations coursework. Students will explore elements that contribute to successful strategy development for corporate, agency, and non-profit public relations, and then examine specific case studies that illustrate the variety of challenges that might present themselves to public relations practitioners. Before learning final case outcomes, students will be challenged to identify positive and negative characteristics of the cases under examination. Prerequisite: BMM 260 Introduction to Public Relations. BMM core course.

Course Objectives:

• Identify elements necessary for successful development of public relations strategies for corporate, agency, and non-profit entities. • Anticipate positive and negative outcomes of public relations strategies. • Identify what specific corporations did right in successful case studies and apply those principles to real-world scenarios. • Identify what specific corporations did wrong in specific case studies and identify alternate strategies that would have led to more successful outcomes.

BMM 376 Media Theory and Methods Credit Hour: 3 Duration: 7 weeks Course Description This course introduces students to key mass media theories in an effort to understand how media affect audiences and societies. BMM core course.

Course Objectives:

• Define theory and identify specific media theories. • Identify ways to apply media theories in real-life situations. • Describe the social impacts of media theories. • Apply media theories in the analysis of case studies. • Articulate the ways in which media theories impact their own professional work.

 BMM 378 Social Media Strategies Credit Hour: 3 Duration: 7 weeks Course Description This course develops students’ knowledge of social media platforms and their potential pros and cons for strategic communication in promoting business goals and organizational missions. Students also will learn how to develop a social media plan, react to online sentiment, and respond to a social media crisis. Prerequisite: BMM 230 Digital Media I and BMM 231 Digital Media II. BMM core course.

Course Objectives:

• Evaluate the strengths and weaknesses of platforms • Monitor and react to social media sentiment • Develop and execute an effective social media plan • Develop an effective privacy and use policy • Create accounts on the most popular social media platforms • Create effective advertisements to be used on social media platforms

BMM 468 Website Management Credit Hour: 3 Duration: 7 weeks Course Description This course teaches best practices for developing and maintaining a website. Students will design and implement a content strategy while addressing accessibility issues and user interface principles. This course will develop specific Wordpress skills that may be adapted to other online platforms. Prerequisites: BMM 230 Digital Media I and BMM 231 Digital Media II. BMM core course.

Course Objectives:

• Articulate the pros and cons of a self-hosted WordPress site. • Describe the role of social sharing and comments in modern websites. • Create and maintain a WordPress site. • Perform usability tests. • Use a WYSIWYG editor. • Create clean and usable site navigation. • Write effective promotional copy for the Web. • Select and install plug-ins.

 BMM 470 Public Relations Campaigns Credit Hour: 3 Duration: 7 weeks Course Description This course will allow students to take the informational and theoretical foundations from previous Public Relations courses and apply their knowledge to the development of a full- fledged PR campaign that emphasizes research, planning, communication, and evaluation, all while keeping the client’s wants and needs in mind. Students will work in groups to develop campaigns, with the goal of producing a portfolio suitable for presentation to potential employers. Prerequisites: BMM 260 Introduction to Public Relations, BMM 261 Public Relations Writing, and BMM 340 Public Relations Cases. BMM core course.

Course Objectives:

• Apply foundational knowledge of Public Relations strategies in order to develop and produce a viable public communication campaign. • Conceive and execute a public relations campaign focusing on the cornerstone concepts of research, planning, communication, and evaluation. • Demonstrate valuable skills in meeting face-to-face with clients to review campaign planning, goals, and post-campaign evaluation. • Work with members of a team to produce a singular work product that produces tangible and meaningful results for their clients.

BMM 478 Mass Media Law Credit Hour: 3 Duration: 7 weeks Course Description This course is designed to acquaint the student with the ramifications and interpretations of laws and court decision relating to mass communications law. BMM core course.

Course Objectives:

• Describe the function of the First Amendment within the marketplace of ideas. • Identify key cases and concepts that impact the media professions. • Identify and avoid such legal quagmires as libel and invasion of privacy. • Comply with laws and regulations that have a bearing on media work.  BACHELOR OF SCIENCE IN CRIMINAL JUSTICE

The Bachelor of Science in Criminal Justice (BCJ) program is an upper-division undergraduate sequence of courses designed for working professionals. The core sequence provides students with knowledge and skills necessary for success in criminal justice graduate programs, law school, and a professional career in the criminal justice system. Highlights of the program include common assignments across courses that will allow students to take responsibility for what they want to get out of the courses, what they can connect to prior learning, and how the courses can help them in their future goals. The core sequence includes 42 credit hours of coursework required of all students and can be completed in approximately 18 months.

Upon completion of the BCJ degree at Baker University, students should be able to: • Demonstrate knowledge of concepts, theories, and applications related to the three phases of the criminal justice system • Demonstrate knowledge of concepts, theories, and applications related to the causes of crime • Collect and analyze data to understand causes of crime and crime control • Analyze data, reports, and programs to determine effectiveness of crime control methods • Develop ethical strategic plans for working in criminal justice • Communicate effectively in writing and orally • Sufficiently approach and process a crime scene

 BACHELOR OF SCIENCE IN CRIMINAL JUSTICE (BCJ)

Program Learning Outcomes and Common Assessment Assignments

1. Demonstrate knowledge of BCJ 325 Criminology Criminology Case Studies concepts, theories, and application related to the causes of crime.

2. Collect and analyze data to BCJ 320 Criminal Justice Crime Analysis understand causes of crime and Research crime control.

3. Analyze data, reports, and BCJ 344 Youth and Program Evaluation programs to determine Crime effectiveness of crime control methods.

4. Develop ethical strategic plans BCJ 395 Criminal Justice Personal Statement for working in Criminal Justice. Ethics

5. Communicate effectively in BCJ 325 Criminology Criminology Research writing. Paper

6. Communicate effectively orally. BCJ 495 Criminal Justice Final Presentation Senior Seminar

7. Demonstrate knowledge of social BCJ 330 Inequality and Inequality Paper difference and inequality as it Crime relates to crime and criminal justice.

8. Sufficiently approach and BCJ 347 Criminal Crime Scene Simulation process a crime scene. Investigations

BCJ 300 Introduction to Criminal Justice Credit Hour: 3 Duration: 6 weeks Course Description This course introduces students to the various processes used to prevent and control crime, as well as to examine the nature, extent, and implications of these processes on crime and American society. The bulk of this course will focus on explanations for why and how the stages of the criminal justice system handle crime and offenders. This is coupled with a goal to inform students on practical aspects of the criminal justice system. BCJ core course. Course Objectives:

 Identify the major approaches to administering justice in society  Explain the purpose and effectiveness of each “stage” in criminal justice administration  Become proficient in the operations of various criminal justice agencies

BCJ 310 Writing for Social Science Credit Hour: 3 Duration: 6 weeks Course Description This course prepares students for writing in professional settings and in future SPGS courses. Students learn to write analytically and persuasively with a reader-centered approach. Students will employ the writing process of invention, drafting, editing, and revision. Students will become skilled at finding and eliminating most common writing errors and learn to write succinctly. Satisfies upper-college written English requirement. BCJ core course. Course Objectives:

 Use the writing process of invention, prewriting, research, drafting, revising, and editing.  Compose effective descriptive, argumentative, and analytical essays that thoughtfully develop a focused thesis statement with structurally coherent, well-chosen support.  Develop strategies of inquiry and research, including finding, evaluating, analyzing, synthesizing, and documenting appropriate sources.  Objectively assess written work and develop strategies for continued improvement in learning and writing.  Express ideas succinctly and clearly according to formal writing conventions.

Common Assessment Rubric .

BCJ 310 Proposal Essay Rubric

Assesses BSCJ Program Outcome: Communicate effectively in writing.

Distinguished Proficient Basic Unsatisfactory Criteria Score 90 – 100% 80 – 89% 70 – 79% 0 – 69%

Thesis and The thesis The thesis The thesis addresses The thesis indicates Topic clearly addresses addresses the the topic, but may confusion about the the topic and topic clearly, slight some aspects topic or neglects responds but may of the task. important aspects /20 effectively to all respond to some of the task. aspects of the aspects of the task. task more effectively. Exploration The issues are The paper The paper treats The paper lacks and Depth of thoughtfully shows some the topic focus, coherence. Writing explored at depth and simplistically or The paper has considerable complexity of repetitively. weak development, depth. The thought, with Development is providing content is ideas developed limited to general simplistic developed and and supported ideas and reasons. generalizations supported by apt by appropriate without support. /30 reasons and well- reasons and chosen examples. examples.

Organization The paper is The paper is The paper has The paper has very and Style coherently well organized. limited weak organization organized. The paper organization. and often fails to Effective, fluent displays some The paper communicate its style is marked syntactic variety demonstrates ideas. The paper has by syntactic and facility in limited use of inadequate control variety and a the use of syntax and of syntax and /20 clear command language. language. vocabulary. of language.

Research Effectively Incorporates 3 Incorporates 3 Incorporates fewer /20 integrates 3 credible and sources. than 3 scholarly credible and relevant Credibility or sources. In-text relevant scholarly relevance of citations and Works scholarly sources. In-text sources is Cited page are sources. In-text citations and questionable. In- lacking or citations and Works Cited text citations and incorrect. Works Cited page have few Works Cited page page are errors. are mostly correct. thorough and accurate. Grammar The paper is The paper has a The paper has The paper is generally free few errors in some errors, but marred by from errors in grammar, generally numerous errors in grammar, usage, usage, and demonstrates grammar, usage, and mechanics. mechanics. control of and mechanics that /10 grammar, usage, frequently interfere and mechanics. with meaning.

 BCJ 320 Criminal Justice Research Credit Hour: 3 Duration: 6 weeks

Course Description This course introduces the logic and methods of the science that explains crime and crime control. The contributions of social science to knowledge are not mere deductions of common sense, but are conclusions drawn from thorough empirical research using a scientific process. Topics include what it means to be “correlated” and what “intervening variables” are. Topic also include conceptualization and operationalization, measurement validity and reliability, types of sampling, experimentation, survey research, ethnography, secondary data analysis, research ethics, policy and program evaluation, and more. The overall goal is to help the student become an informed consumer, producer, and evaluator of crime data. BCJ core course. Course Objectives:

 Summarize and compare the history and future of crime analysis  Describe the context of crime analysis within the great field of criminal justice.  Demonstrate the relevance of routine activity theory, crime pattern theory, and rational choice theory to crime analysis.  Identify the various policing strategies and their use of crime analysis.  Define the types of problems, crime analysis and the crime analysis process.  Differentiate among sources and types of data used in crime analysis.  Describe the nature of national data standards and published crime statistics.  Differentiate the types of crime mapping used for crime analysis.  Identify examples of crime analysis purpose and audience.  Apply tactical crime analysis techniques such as pattern identification, identifying suspects, and clearing cases.  Define and apply descriptive statistics used in crime analysis.  Demonstrate an ability to conduct strategic crime analysis techniques.  Summarize administrative crime analysis techniques and apply them to practical examples.  Compare and contrast the techniques and outcomes of tactical, strategic, and administrative crime analysis.

Supports Learning Outcome(s): 2

Common Assessment 2: Collect and analyze data to understand causes of crime and crime control.

Assessment method to measure program performance: Crime Data Analysis This assignment will ask you to go to the Bureau of Justice Statistics (BJS) website and download data from the FBI’s Uniform Crime Reports which have been conveniently made available to researchers, law enforcement officers and the general public. You will be asked to answer a couple of simple questions about the data. This is a terrific opportunity to develop skill in working with and understanding data —  this is a skill that many college graduates have not been given the opportunity to develop and is currently in great demand by employers. Detailed instructions are on the attached handout.

1. Start by navigating to the FBI’s “UCR Data Tool”: http://www.bjs.gov/ucrdata/. You will see a webpage that welcomes you to access UCR crime statistics and gives you a little background about what data are available. Click on UCR Offense Definitions.

Read through the definitions and answer the following questions: a) According to the FBI, can a male be a victim of rape? b) What is the difference between robbery and larceny? If I steal your iPhone out of your bag while you have left it unattended is this a robbery or a larceny? c) Consider an argument between two individuals, Ted and Mike. Ted shoots Mike in the leg after finding out that Mike has kissed his girlfriend. Mike survives the shooting. Thinking about the UCR offense definitions, how will this crime be classified? d) Consider a different scenario in which Rick robs Joe at gunpoint, demanding Joe’s iPhone. When Joe refuses to hand over his iPhone, Rick shoots Joe in the arm, wounding him. However, the gunshot alerts a nearby police cruiser and Rick never has the chance to recover Joe’s iPhone. Instead, Rick runs away to avoid being arrested by the police. Joe is transported to the hospital where he survives the wound. Thinking about the UCR offense definitions, how will this crime be classified?

2. Now click the “Back” button on your web browser so you are back on the original UCR Data Tool webpage. Click on Table Building Tool. Then click on Larger Agencies under “Local Agency Reports.” Click on Single Agency Reported Crime. There will be a dropdown menu on the following page.

Under “Choose an agency,” select: MO — Kansas City Police Dept. Under “Choose one more variable groups,” select: Violent crime rates Click on the “Get table” button and use the resulting table to answer the following questions about violent crime in Kansas City. a) Since 1985, in what year was the rate of murders per 100,000 residents the highest? How many murders per 100,000 residents were there in this year? b) Since 1985, in what year was the rate of robberies per 100,000 residents the highest? How many robberies per 100,000 residents were there in this year? c) Since 1985, in what year was the rate of aggravated assaults per 100,000 residents the highest? How many aggravated assaults per 100,000 residents were there in this year? 3. Now click the back button twice. You should be returned to the Crime — Large Local Agencies Screen. If you are uncertain if you are on the right page, make sure that you are here: http://www.bjs.gov/ucrdata/Search/Crime/Local/JurisbyJurisLarge.cfm. In the dropdown box entitled “Choose one or more population groups,” choose “Cities 1,000,000 or over” and click the “Next” button.

Under “Choose an agency,” select: IL — Chicago Police Dept. Under “Choose one more variable groups,” select: Violent crime rates

Click on the “Get table” button and use the resulting table to answer the following questions about violent crime in Chicago.

 a) Since 1985, in what year was the rate of murders per 100,000 residents the highest? How many murders per 100,000 residents were there in this year? b) Since 1985, in what year was the rate of robberies per 100,000 residents the highest? How many robberies per 100,000 residents were there in this year? c) Since 1985, in what year was the rate of aggravated assaults per 100,000 residents the highest? How many aggravated assaults per 100,000 residents were there in this year? d) What do you notice about the data for forcible rape in Chicago?

4. Now return to the main menu, using the following link http://www.bjs.gov/ucrdata/Search/Crime/Crime.cfm. Now instead of selecting “Larger agencies,” instead select All States and U.S. Total. Under “Select a Table Type,” choose State-by-State and National Estimates.

Under “Choose one or more states,” select: United States — Total Under “Choose one more variable groups,” select: Violent crime rates Click on the “Get table” button and use the resulting table to answer the following questions about violent crime in the entire country. a) Since 1985, in what year was the rate of murders per 100,000 residents the highest? How many murders per 100,000 residents were there in this year? b) Since 1985, in what year was the rate of robberies per 100,000 residents the highest? How many robberies per 100,000 residents were there in this year? c) Since 1985, in what year was the rate of aggravated assaults per 100,000 residents the highest? How many aggravated assaults per 100,000 residents were there in this year?

How do violent crime rates in Kansas City and Chicago compare with those in the United States since 1985? Which city seems to have violent crime trends that are more similar to those in the entire country — Kansas City or Chicago? BCJ 320 Criminal Justice Research Assignment for BCJ Outcome 2 Measures BCJ Program Learning Outcome 2: Collect and analyze data to understand causes of crime and crime control. CRITERIA Unsatisfactory Basic Proficient Distinguished Score 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

Collection of Data are missing All data are All data are All data are Data and/or inaccurate. collected with collected and collected and minor accurate. accurate, with no inaccuracies. mistakes or inaccuracies. 2. Analysis of Data analysis is Data analysis is Data analysis is Data analysis is Data incomplete and/or complete, with complete at an complete at an inaccurate. mistakes. acceptable level. exemplary level – no mistakes and high-level analyses completed. 3. Interpreting Little, no, and/or Student attempts Student effectively Student effectively Data unclear interpretation of interprets data at an interprets data at a interpretation of data, shows acceptable level. very comprehensive data. If data basic ability to level, showing analysis completed, interpret data. insight and grasp to the student fails to make sense of data. show ability to make sense of data.

 BCJ 325 Criminology Credit Hour: 3 Duration: 6 weeks

Course Description This course introduces students to the various theories used to explain crime, as well as to examine the nature, extent, and causes of crime in American society. We will consider how crime is defined and measured, explore the criminalization of deviance, and discuss various types of crime and criminality. The bulk of this course will focus on theoretical explanations employed by criminologists to explain why crime occurs, who offends, and who is victimized. We will briefly examine classical theories, biological theories, and psychological theories before studying social theories of crime, including rational choice, strain, labeling, and control and conflict theories among others. BCJ core course.

Course Objectives:

 Become proficient in understanding and applying key criminological theories  Develop better understanding of the causes and effects of criminal behavior  Understand the nature and extent of various types of crime Supports Learning Outcome(s): 1

Common Assessment 1: Demonstrate knowledge of concepts, theories, and application related to the causes of the crime.

Assessment method to measure program performance: Case Analysis This assignment is designed to provide students with an opportunity to provide a comprehensive evaluation of criminological theory related to real life criminal incidents.

1. Clearly define the crime. What are the legal issues (legally defined criminal behavior)? What are the social issues (i.e. social costs)? Use criminological concepts in describing the crime. 2. Apply at least 4 criminological theories to the crime. Given what you reported in #1, how would classical theory, biopsych, social learning, strain, social control, life course, conflict, social disorganization, routine activities, etc. (choose 4) explain the crime? Break the crime down using each of the four theories you choose. 3. What theory do you think best explains this particular crime? Use theoretical elements as well as criminological concepts in arguing for the application of a single theory. 4. Integrate at least two theories to explain the crime.

BCJ 325 Criminology Assignment for Outcome 1 Measures BCJ Program Learning Outcome 1: Demonstrate knowledge of concepts, theories, and application related to the causes of crime. CRITERIA Unsatisfactory Basic Proficient Distinguished Scor 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 e 1. Clearly define the Unable to Defined the crime Describes the Discusses all crime accurately with minimal crime accurately, elements related to define/describe description and effective use of the crime, using - Legal the criminal insufficient use of concepts. concepts to (statutory) incident. concepts. thoroughly explain issue what happened. - Social Cost

2. Apply theories Demonstrates a Demonstrates a Demonstrates a Demonstrates an lack of developing clear advanced understanding of understanding of understanding of understanding of the both the crime criminological the theories used theories used to and the theories theory. to explain the explain the crime. used. crime. 3. Argue a particular Conveys a lack Reveals a simple Displays an adept Exhibits superior theory of understanding understanding of understanding of knowledge of the of why and how the application of a theory in applying theory in explaining a particular particular theory it to the crime, its application to the theory best with insufficient effective use of crime. explains the use of concepts. concepts. crime. No use of concepts. 4. Integrate theory Integration is Integration is Integration shows Provides a well- non-existent or present, however accurate thought out fails to the elements of the sequencing of integrated theory that accurately theories are not variables without pulls the appropriate integrate. fully integrated. a full discussion variables and of the new model. connects them in an effective model.

 Supports Learning Outcome(s): 5

Common Assessment 5: Communicate effectively in writing.

Assessment method to measure program performance: Criminology Research Paper The research paper has a minimum page requirement of 12-15 pages (of text) and must incorporate 7 traditional academic sources (a combination of journals and books).

The purpose of this paper is to get you to apply and express what you have learned throughout this course in a different and more thorough way than through class discussion and assignments. Writing this paper will further your understanding of the issues discussed in this class and will also provide an opportunity to enhance your writing skills.

All sources in this or any other research paper must be fully acknowledged. This includes all sources from which you derive ideas, analyses or leads, and not simply sources you quote or paraphrase. All internet sources should be accompanied by the relevant printout.

Content

You will choose a specific crime (drug use, theft, violence, sexual assault, etc.). Your paper will have three primary sections (in addition to an introduction and conclusion). In the first section of the paper you will discuss the nature and extent of the behavior. In the second section you will apply one of the theories covered in class in order to explain the behavior. Finally, you will have a section proposing a program/method for controlling and responding to such behavior. Structure of Paper

An introductory section that summarizes the issue to be examined and tells what you plan to cover in the balance of the paper (blueprint).

A section on the nature and extent of your chosen behavior. Find arrest rates, rates of victimization, demographic information on offenders, demographic information on victims, locations, weapons, etc. You need to paint a picture for the reader that provides a sense for what all the behavior entails and how much of it there is.

A section on theory. Here you need to provide an overview of the theory and it’s components and then you need to use those components to explain your chosen behavior. In this section you will need to use empirical research as well as construct your own arguments.

A section proposing a program that deals with your chosen behavior. You will need to match your proposal with theory – meaning if you use strain theory to explain your behavior, don’t propose a program that deals with external controls.

A conclusion that ties ideas together and synthesizes the information brought out in the paper.

BCJ 325 Criminology Assignment for BCJ Outcome 5 Measures BCJ Program Learning Outcome 5: Communicate Effectively in Writing Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 1. Thesis Difficult to May be unclear Promising, but may Easily identifiable, identify at all, (vague terms), be slightly unclear, plausible, novel, may be bland appear or lacking in sophisticated, restatement of unoriginal, or insight or insightful, crystal obvious point. offer relatively originality. clear. little that is new; provides little around which to structure the paper. 2. Structure Unclear. Generally Generally clear and Evident, Transitions unclear, often appropriate, though understandable, confusing and wanders or may wander appropriate for thesis. unclear. Few topic jumps around. occasionally. May Excellent transitions sentences. Few or weak have a few unclear from point to point. transitions, transitions, or a Paragraphs support many few paragraphs solid topic sentences. paragraphs without strong without topic topic sentences. sentences. 3. Evidence Very few or very Examples used Examples used to Primary source weak examples. to support some support most information used to General failure to points. Points points. Some buttress every point support often lack evidence does not with at least one statements, or supporting support point, or example. Examples evidence seems to evidence, or may appear where support mini-thesis support no evidence used inappropriate. and fit within statement. Quotes where Quotes well paragraph. Excellent not integrated into inappropriate integrated into integration of quoted sentences; (often because sentences. material into "plopped in" in there may be no sentences. improper manner. clear point). 4. Analysis Very little or very Quotes appear Evidence often Author clearly relates weak attempt to often without related to mini- evidence to "mini- relate evidence to analysis relating thesis, though links thesis" (topic argument; may be them to mini- perhaps not very sentence); analysis is no identifiable thesis (or there clear. fresh and exciting, argument, or no is a weak mini- posing new ways to evidence to relate thesis to think of the material. it to. support), or analysis offers nothing beyond the quote. 5. Arguments Ideas do not flow Logic may often Argument of paper All ideas in the paper at all, usually fail, or argument is clear, usually flow logically; the because there is may often be flows logically and argument is no argument to unclear. May not makes sense. Some identifiable, support. address counter- evidence that reasonable, and sound. Simplistic view of arguments or counter-arguments Author anticipates and topic; no effort to make any acknowledged, successfully defuses grasp possible outside though perhaps not counter-arguments; alternative views. connections. addressed. makes novel Occasional connections to outside insightful material (from other connections to parts of the class, or outside material other classes) which made. illuminate thesis. 6. Mechanics Big problems in Problems in Sentence structure, Sentence structure, sentence structure, sentence grammar, and grammar, and diction grammar, and structure, diction strong excellent; correct use diction. Frequent grammar, and despite occasional of punctuation and major errors in diction (usually lapses; punctuation citation style; minimal citation style, not major). and citation style to no spelling errors; punctuation, and Errors in often used absolutely no run-on spelling. May punctuation, correctly. Some sentences or comma have many run-on citation style, (minor) spelling splices. sentences and and spelling. errors; may have comma splices. May have one run-on several run-on sentence or comma sentences or splice. comma splices.

BCJ 326 Victimology Credit Hour: 3 Duration: 6 weeks

Course Description Victimology is the social scientific study of criminal victimization. As a sub-field of criminology, it too seeks to explain crime, but through more of a focus on the victims of crime. This course will cover three general interrelated areas. One is research and theory on victimization. Here, you will learn about rates of victimization and how they differ according to social categories (race, ethnicity, age, class, gender, etc.), theories that explain differential victimization (of individuals and social categories), and empirical tests of these theories. The second area is the consequences of victimization. Here, you will learn mostly about the impact of criminal victimization upon individuals’ mental (and physical) health, but also the macro-social costs of victimization (including economic). The third area is practical responses to victimization. Here, you will learn about the history and development of the “victims’ rights movement,” as well as social policy and services aimed at restoring victims. BCJ core course.

 Course Objectives:

 Identify key terms and issues in victimology  Understand the nature and extent of victimization  Identify and discuss plausible causes and consequences of victimization  Develop an understanding of victimization in the context of other social institutions  Propose solutions to problems regarding victimization and justice  Apply concepts discussed in the course to the real world

BCJ 330 Inequality and Crime Credit Hour: 3 Duration: 6 weeks Course Description This course examines how class, race, and gender intersect with crime and the criminal justice system. The course provides an overview of class, race, ethnic, and gender stratification in the United States and looks at how that stratification is reflected in judgments about crime and in treatments of various groups in the criminal justice system. Of great importance to American justice is how race, class, and gender influence the ways in which individuals are treated within the criminal justice system as offenders, victims, and employees. BCJ core course. Course Objectives:

After completing this course, students should be able to  Familiarize students with critical issues of race, gender, and economic disadvantage in the American criminal justice system  Identify myths and facts about race/ethnicity, class, gender, and crime  Examine the role of crime and crime control in the context of societal stratification  List specific information about the experiences and effects of the criminal justice system on specific individuals and communities  Engage in critical thought and assessment of viable, socially just policies toward crime control in America

Common Assessment 7: Demonstrate knowledge of social difference and inequality as it relates to crime and criminal justice.

Assessment method to measure program performance: Inequality Paper To cultivate your knowledge of sociological research and to allow you to pursue research in a specific area of interest, each student will be writing a short research paper. The research paper has a minimum page requirement of 10 pages (of text) and must incorporate 7 traditional academic sources (a combination of journals and books).

 The purpose of this paper is to get you to apply and express what you have learned throughout this course in a different and more thorough way. Writing this paper will further your understanding of the issues discussed in this class and will also provide an opportunity to enhance your writing skills.

All sources in this or any other research paper must be fully acknowledged. This includes all sources from which you derive ideas, analyses or leads, and not simply sources you quote or paraphrase.

Content

You will choose a specific issue within criminal justice (crime, law, corrections, etc.) and develop a paper surrounding how that issue plays out for a minority group (women, minority races, LGBTQ, etc.). juvenile crime (drug use, academic cheating, runaways, theft, violence, sexual assault, etc.). Your paper will have three primary sections (in addition to an introduction and conclusion). In the first section of the paper you will discuss the history of the issue as it relates to the social difference you chose. In the second section you will discuss current data and information regarding the issue. Finally, you will have a section proposing alternatives and change for responding to the inequality.

Structure of Paper

An introductory section that summarizes the issue to be examined and tells what you plan to cover in the balance of the paper (blueprint).

A section on the nature and extent of your chosen behavior. Find arrest rates, rates of victimization, demographic information on offenders, demographic information on victims, locations, weapons, etc. You need to paint a picture for the reader that provides a sense for what all the behavior entails and how much of it there is.

A section on theory. Here you need to provide an overview of the theory and it’s components and then you need to use those components to explain your chosen behavior. In this section you will need to use empirical research as well as construct your own arguments.

A section proposing a program that deals with your chosen behavior. You will need to match your proposal with theory – meaning if you use strain theory to explain your behavior, don’t propose a program that deals with external controls.

A conclusion that ties ideas together and synthesizes the information brought out in the paper.

BCJ 330 Inequality and Crime Assignment for BCJ Outcome 7 Measures BCJ Program Learning Outcome 7: Demonstrate knowledge of social difference and inequality as it relates to crime and criminal justice. Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 1. Thesis Difficult to May be unclear Promising, but may Easily identifiable, identify at all, (vague terms), be slightly unclear, plausible, novel, may be bland appear or lacking in sophisticated, restatement of unoriginal, or insight or insightful, crystal obvious point. offer relatively originality. clear. little that is new; provides little around which to structure the paper. 2. Structure Unclear. Generally Generally clear and Evident, Transitions unclear, often appropriate, though understandable, confusing and wanders or may wander appropriate for thesis. unclear. Few topic jumps around. occasionally. May Excellent transitions sentences. Few or weak have a few unclear from point to point. transitions, transitions, or a Paragraphs support many few paragraphs solid topic sentences. paragraphs without strong without topic topic sentences. sentences. 3. Evidence Very few or very Examples used Examples used to Primary source weak examples. to support some support most information used to General failure to points. Points points. Some buttress every point support often lack evidence does not with at least one statements, or supporting support point, or example. Examples evidence seems to evidence, or may appear where support mini-thesis support no evidence used inappropriate. and fit within statement. Quotes where Quotes well paragraph. Excellent not integrated into inappropriate integrated into integration of quoted sentences; (often because sentences. material into "plopped in" in there may be no sentences. improper manner. clear point). 4. Analysis Very little or very Quotes appear Evidence often Author clearly relates weak attempt to often without related to mini- evidence to "mini- relate evidence to analysis relating thesis, though links thesis" (topic argument; may be them to mini- perhaps not very sentence); analysis is no identifiable thesis (or there clear. fresh and exciting, argument, or no is a weak mini- posing new ways to evidence to relate thesis to think of the material. it to. support), or analysis offers nothing beyond the quote. 5. Arguments Ideas do not flow Logic may often Argument of paper All ideas in the paper at all, usually fail, or argument is clear, usually flow logically; the because there is may often be flows logically and argument is no argument to unclear. May not makes sense. Some identifiable, support. address counter- evidence that reasonable, and sound. Simplistic view of arguments or counter-arguments Author anticipates and topic; no effort to make any acknowledged, successfully defuses grasp possible outside though perhaps not counter-arguments; alternative views. connections. addressed. makes novel Occasional connections to outside insightful material (from other connections to parts of the class, or outside material other classes) which made. illuminate thesis. 6. Content Paper shows Paper shows Paper shows Papers shows excellent unclear or minimum grasp acceptable grasp of grasp of inequality in unacceptable of inequality in inequality in criminal justice; grasp of criminal justice. criminal justice. effectively addressing inequality in presence of inequality criminal justice. and offering valid recommendations for change. 7. Mechanics Big problems in Problems in Sentence structure, Sentence structure, sentence structure, sentence grammar, and grammar, and diction grammar, and structure, diction strong excellent; correct use diction. Frequent grammar, and despite occasional of punctuation and major errors in diction (usually lapses; punctuation citation style; minimal citation style, not major). and citation style to no spelling errors; punctuation, and Errors in often used absolutely no run-on spelling. May punctuation, correctly. Some sentences or comma have many run-on citation style, (minor) spelling splices. sentences and and spelling. errors; may have comma splices. May have one run-on several run-on sentence or comma sentences or splice. comma splices.

BCJ 344 Youth and Crime Credit Hour: 3 Duration: 6 weeks

Course Description The class will cover four areas of the relationship between youth and crime. First, the nature and extent of delinquency will provide the foundation for the remainder of the course by asking how much delinquency is there, who is delinquent, and how is delinquency measured? Next, in theories of delinquency, we will

 explore and critique the main theories used to explain delinquent behavior. The third section, influences on delinquency, will focus on the influence of social, individual, and environmental factors on juvenile delinquency, such as gender, family, drugs, and the media. In the fourth section, the response to delinquency, we will address the history of the juvenile justice system and the ways in which it prevents, treats, and punishes juvenile offenders. BCJ core course. Course Objectives:

 Understand how an individual’s experiences with delinquency and the juvenile justice system are shaped by a social world that includes diversity, inequality, social structures and processes.  Apply theories and concepts of criminology and the criminal justice system to effectively address juvenile delinquency and juvenile justice.  Exercise understanding of issues related to delinquency and juvenile justice.

Supports Learning Outcome(s): 3 Common Assessment 3: Collect and analyze data to understand causes of crime and crime control.

Assessment method to measure program performance: Program Evaluation and Presentation You will conduct a program evaluation of a current program/organization that works towards preventing/controlling/rehabilitating juvenile delinquency. You will hand in your evaluation and you will present your evaluation to the class.

Evaluation

Your evaluation needs to contain the following:

I. Executive Summary: Overview of the program/organization II. Theories that appear to be represented III. Approach (punitive, corrective, rehabilitative) IV. Strengths and Weaknesses of the program/organization V. Recommendations

You need not limit yourself to these areas. If you wish to add an angle, check with me to make sure you’re still covering the essentials. Approach this as though you were hired to evaluate/assess the effectiveness of the program, you will want a thorough and professional report. Structure this as a professional report – organized around the above (and other) sections with the relevant discussions, citations, and attention to writing style. There is no page restriction to this evaluation, but I would imagine it would hard to effectively do this evaluation in less than 5 pages.

 BCJ 344 Youth and Crime Assignment for BCJ Outcome 3 Measures BCJ Program Learning Outcome 3: Analyze data, reports, and programs to determine effectiveness of crime control methods. Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0 1. Executive Introduction does Introduction Introduction Introduction clearly Summary: not adequately vaguely describes the describes the describe the describes the background of background of the Overview of the background of background of the program, the program, the target program/organiz the program, the the program, the target population, population, and the ation target population, target population, and the goals of goals of the program. or the goals of and the goals of the program. The evaluation is of the program. the program. professional quality and would be suitable for submission to the organization. 2. Theories The evaluation The evaluation The evaluation The evaluation fails to accurately demonstrates demonstrates demonstrates or effectively some accuracy accurate and outstanding identify what and effectiveness effective identification and theories are being in identifying identification of application of addressed by the theories that are theories that are theories that are program, or how being addressed being addressed being addressed by the program by the program, by the program, the program, and addresses and how the and how the how the program elements of the program program addresses elements theory(ies). addresses addresses of the theory(ies). elements of the elements of the theory(ies). theory(ies).

3. Approach The evaluation The evaluation The evaluation The evaluation fails to accurately demonstrates demonstrates demonstrates or effectively some accuracy accurate and outstanding identify the and effectiveness effective identification of the primary approach in identifying the identification of primary approach used by the primary approach the primary and other approaches program to used by the approach and used by the program control criminal program to other approaches to control criminal behavior. control criminal used by the behavior. behavior. program to control criminal behavior.

4. Strengths The evaluation The evaluation The evaluation The evaluation and Weaknesses fails to identify identifies identifies provides a thorough strengths and strengths and strengths and discussion of the weaknesses of weaknesses of weaknesses of strengths and the program. the program; the program, weaknesses of the however the using empirical program, using discussion is not data and theory empirical data and empirically or as support. theory as support. theoretically based.

5. Recommend The evaluation The evaluation The evaluation The evaluation ations fails to provide provides provides provides valid, recommendations recommendation recommendations thorough, and based on the s for the based on critical effective results of the program, analysis. recommendations for evaluation. however the the program that recommendation show insight and s are not clearly application, and tied to critical make a contribution analysis. to the program as well as to the understanding of controlling crime.

BCJ 345 White Collar Crime Credit Hour: 3 Duration: 6 weeks

Course Description This course will explore the ways in which computer technology now organizes and presents opportunities for crime in modern society. In addition to Internet crime, students will explore crimes considered to be white collar. Topics to be discussed include, among others, consumer fraud, hate groups and hate speech, illegal pornography, terrorism and threats, hacking, and identity theft. In many ways, these crimes will perhaps simply mirror the social context from which the technology or business originates. Or, perhaps, there are ways in which crime is transformed into unique forms as a result of the technology. Students will also study policy responses to these crimes. BCJ core course. Course Objectives:

 Understand the significance and complexity that white collar and computer crime creates for the criminal justice system  Develop a knowledge base about the nature of criminal forms as they are perpetuated/constructed through computer technology and business  Apply criminal justice concepts to study of the various forms of white collar and computer crime

 BCJ 346 Policing Credit Hour: 3 Duration: 6 weeks Course Description This course is intended to examine the role of the police in the relationship between law enforcement and American society. Topics include, but are not limited to: the role and function of police, the nature of police organizations and police work, and patterns of police-community relations. BCJ core course. Course Objectives:

 Describe the history, organizational structures, and basic operational functions of Law Enforcement Agencies  Explain how changes and trends in society affect police operations  Identify patterns of interaction between the police and the diverse populations in society  Summarize the movement toward police professionalism

BCJ 347 Criminal Investigations Credit Hour: 3 Duration: 6 weeks

Course Description This course covers the fundamental principles and procedures employed in the investigation of a crime. Emphasis is placed on the investigation of specific crimes, the identification of sources of information, and the procedures necessary for the proper handling of evidence. This course is designed to develop a working knowledge of the steps of investigation, beginning with the initial security of the crime scene and concluding with the presentation of evidence and proper testimony in court. BCJ core course. Course Objectives:

 Understand fundamental investigative concepts, theories, techniques and procedures  Describe the role of investigators in the field and courtroom  Examine surveillance techniques  Obtain certification in fingerprint identification  Distinguish methods for investigating various types of crime

 Supports Learning Outcome(s): 8

Common Assessment 8: Sufficiently approach and process a crime scene.

Assessment method to measure program performance: Crime Scene Simulation Remember the first steps in responding to a crime scene (BOLDED items are what you’re doing for this assignment:

a.i.1. Approach the scene. a.i.2. Secure and protect the scene. a.i.3. Conduct a preliminary survey. a.i.4. Narratively describe the scene (in writing) a.i.5. Photograph the scene (You may also want to use a video camera). a.i.6. Sketch the scene. a.i.7. Evaluate latent fingerprint evidence and other forms of evidence. a.i.8. Conduct a detailed search for evidence and collect, preserve, and document the evidence. a.i.9. Make the final survey. a.i.10. Release the scene.

 Do bolded steps before you touch anything.  Look around. Take notes. Don’t let anything disrupt your train of thought. Make a list that includes both observations about the crime scene (its contents and arrangement) and suppositions about the people involved (victim, offender, etc.). These suppositions should be based ONLY on the organization and contents of the crime scene. Note whatever comes to mind – contradictions, wild ideas, confusion, and things that seem obvious. Examples:

observation supposition shoes are placed together and near person appears tidy or was getting the door ready to leave phone off hook and near victim’s victim appears to have been making hand a call near time of death framed pictures of family are offender appears to not be interested undisturbed on shelf in (victim’s) family members

 Your notes will be jumbled and disorganized with lots of inconsistencies, unfinished thoughts, and obvious observations. Try to make sense of these notes as you prepare your write-up. Using your notes, write introductory profiles of the victim and offender at this crime scene. What does the behavioral evidence left at the scene tell you about what the people who interacted here were like? What general type of person might have committed this crime? Describe the victim and offender based ONLY on the contents and organization of the crime scene.

BCJ 347 Criminal Investigations Assignment for BCJ Outcome 8 Measures BCJ Program Learning Outcome 8: Sufficiently approach and process and crime scene. CRITERIA Unsatisfactory Basic Proficient Distinguished Score 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

4. Conduct a No preliminary Preliminary Appropriate choice Appropriate choice preliminary walkthrough. walkthrough, and execution of and execution of survey however not the preliminary preliminary appropriate one walkthrough, with walkthrough, no given the scene. minor mistakes. mistakes. 5. Narrative Narrative notes are Narrative notes Narrative notes are Narrative notes are incomplete, lacking are mostly complete, detailed, complete, detailed, detail, and missing complete, missing some and address all evidence. lacking detail evidence. evidence and and missing information at the some evidence. scene. 6. Document Sketch is Sketch is Sketch is complete Sketch is complete scene incomplete and/or complete with and accurate, and accurate, inaccurate, minor mistakes, evidence is handled evidence is handled evidence is not evidence is properly and properly and properly handled mostly handled documented. documented. and/or documented. properly. Documentation is suitable for submission and court-ready 7. Final Survey No final survey. Final survey, Appropriate choice Appropriate choice and release of however not the and execution of and execution of scene appropriate one final survey, with final survey, no given the scene, minor mistakes. mistakes. mistakes made. 8. Final Report No structure, Structured Structured writing, Structured writing, missing writing with full information no missing information, lack some missing and details, limited information, full of detail. information and mistakes. details, report is details. suitable for submission and court-ready.

BCJ 380 Law and Society Credit Hour: 3 Duration: 6 weeks

Course Description This course is an analysis of the legal order of society. The basic premise is that law is both the product of social interaction and the impetus for social change. The course emphasizes main legal theories and research techniques to study the origins, processes, functions, and actors of the social reality known as Law. Students will make a combined theoretical and practical exploration into the American court system. BCJ core course.

Course Objectives:

 Identify, define, and illustrate basic concepts, theories, and research techniques employed in law and the American legal process.  Explain how the socio-legal environment reflects and influences the structures of gender, race, and class, and apply this to your understanding of social justice.  Analyze the interconnection between the social and legal order

BCJ 385 Corrections Credit Hour: 3 Duration: 6 weeks

Course Description Examining and understanding the field of corrections is fundamental to the study of criminology and criminal justice. Corrections is one of the largest, most complex, and most controversial components of the criminal justice system. This course will examine correctional practices and reforms and their consequences. Included in the course examination will be the cultural, social, and theoretical context from which various corrections reforms have emerged over the past several centuries. More recent correctional reforms and practices will be examined in detail along with the future of American corrections as we move toward what has been termed “a culture of control.” BCJ core course.

Course Objectives:

 Apply and evaluate different models or philosophies of corrections, understanding the values, ethics, and effectiveness of each  Explain both public and private practices in the delivery of contemporary correctional systems  Identify the different components of the correctional system  Apply a research perspective to identify ways to improve programs, practice, and policies

BCJ 395 Criminal Justice Ethics Credit Hour: 3 Duration: 6 weeks

 Course Description As future employees of the criminal justice system, students will explore ethics in criminal justice. Ethical dilemmas confronting criminal justice professionals are far-reaching and prevalent in today’s criminal justice system. Inherent within the criminal justice system is the power to make discretionary decisions that affect the offenders, victims, and society. Students will explore ethical issues associated with the police, prosecution, courts, and correctional systems. BCJ core course. Course Objectives: After completing this course, students should be able to

 Place morality, ethics, and human behavior in context within the criminal justice system  Use various ethical systems to analyze ethical dilemmas  Develop a fundamental framework of analytical skills when examining ethical situations in the criminal justice system

Common Assessment4: Develop ethical strategic plans for working in Criminal Justice.

Assessment method to measure program performance: Personal Ethics Statement Students will write a minimum three-page statement detailing their ethical model and their philosophical/ethical approach to criminal justice. This statement can be used for future job applications.

The statement should include:

A. Thesis: You should start with a short introduction that explains and justifies the purpose and scope of this writing. You can frame a thesis as a response to a question (regarding ethics and Criminal Justice). Your answer to the question, or purpose/direction statement, should be a clear, generalizable argument and this is most likely will be the last sentence of your introduction.

B. Issues: You should articulate what you think the biggest/most important ethical issues are facing someone working in Criminal Justice.

C. Ethical Frameworks: The statement should include accurate and effective description and application of whatever ethical framework(s) you discuss.

D. Arguments/Position: Your statement should effectively argue your ethical position. The reader should not only understand your ethics, but understand how you will apply those ethics. This last component is a bit of a sale’s pitch – your goal should be to persuade the reader to see you as someone who is ethical.

 BCJ 395 Criminal Justice Ethics Assignment for BCJ Outcome 4 Measures BCJ Program Learning Outcome 4: Develop ethical strategic plans for working in Criminal Justice Criteria Unsatisfactory Basic Proficient Distinguished Score 0.0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10.0 1. Thesis The introductory The introduction is The introduction The introduction paragraph is not a bit scattered, but provides an very effectively satisfactory and the acceptable. The adequate introduces the question and/or question and/or introduction for paper and the thesis statement are thesis statement the paper and the question and thesis not understandable. lack clarity. question and thesis statement are statement are crystal clear. clear.

2.Issues The essay does not The essay offers The essay offers The essay presents offer a complete discussion of sufficient and consistently discussion of any ethical issues in discussion of applies discussion ethical issues in Criminal Justice, ethical issues in of ethical issues in Criminal Justice. but not clearly Criminal Justice. Criminal Justice explained. and may utilize theories and concepts to illustrate his/her understanding of the issues. 3.Ethical The essay does not The essay implies The essay lists and The essay Frameworks identify or explain the existence of or examines the basic thoroughly any ethical briefly understanding of analyzes and frameworks. acknowledges ethical applies correct ethical frameworks. ethical frameworks. frameworks. 4. Arguments/ The essay lacks a The essay offers an The essay offers The essay offers a Position clear position in ethical position, an ethical position full and thorough regard to ethics in but it is not clear that is applicable ethical position that Criminal Justice. or sufficient. to a career in pulls from theory Criminal Justice. and utilizes real- world application. 5. Organization The essay lacks a The essay may The essay is The essay is very and Style sense of direction or have a reasonable adequately well organized and coherence and ideas "flow," but the organized and follows the outline are illogically reader appears developed, provided in the sequenced. confused about the generally assignment. Sentences are direction of the supporting ideas Sequence is clear rambling and paper due to poor with reasons and and effective. disconnected, the sequencing. The examples. The wording is often student misses key student follows the incorrect, and the components of the outline provided in tone is not essay or does not the assignment. appropriate for the follow the outline. intended audience. 6. Focus and The essay deviates The essay distorts The essay The essay Completeness from the argument or neglects aspects addresses the topic addresses the topic and suggests an of the task. clearly, but may clearly, originally, inability to Indicates respond to some and responds comprehend or confusion about aspects of the task effectively to all respond the topic or more effectively. aspects of the task. meaningfully to the neglects important topic. aspects of the task. 7. Grammar The paper is The paper has The paper has a The paper is free marred by some errors, but few errors in from errors in numerous errors in generally grammar, usage, grammar, usage grammar, usage, demonstrates and mechanics. and mechanics. and mechanics that control of frequently interfere grammar and with meaning. mechanics.

BCJ 494 Criminal Justice Seminar Credit Hour: 3 Duration: 6 weeks

Course Description The seminar is the final course in the program’s course of study and provides an opportunity to the criminal justice major to apply the knowledge, skills, and perspectives learned in the study of the discipline. Each student will study in-depth a selected topic in criminal justice. The seminar format will be dedicated to intensive readings and discussions focusing on how selected theoretical viewpoints inform our understanding of practical applications for understanding and controlling crime. Based on that reading, and as a culminating experience of the criminal justice program, students will design and execute an original research project. BCJ core course. Course Objectives: After completing this course, students should be able to

 Demonstrate application of theory by analyzing current social issues and events  Demonstrate the intellectual skills needed for design of original research  Develop and refine writing and analysis skills for a major research paper  Organize and present original explorations in a professional presentation

Common Assessment 6: Communicate effectively orally.

Assessment method to measure program performance: Final Presentation In a seminar of this nature, students must research and present a major paper focusing on an application of a selected criminological/criminal justice theory to a topic of student interest. The analysis must adhere to a scholarly format. The paper will serve as a foundation for the presentation which is designed as a “meet the critic” presentation/discussion with other members of the seminar.

 The Senior Project consists of the following elements:

Annotated Bibliography and Outline Presentation Final Paper

BCJ 495 Senior Presentation Rubric Measures BCJ Program Learning Outcome 6: Communicate Effectively Orally. Unsatisfacto Basic Proficient Distinguish Scor ry 7.0 – 7.9 8.0 – 8.9 ed CRITERIA e 0 – 6.9 9.0 - 10.0 1. Overview: No Introduction Confident and Excellent Introduction of introduction of presenters fluent introduction presenter, case or or overview, but awkward, introduction; of roles and problem and background sketchy or clear contribution background or agenda unclear overview/agen ; clear described, agenda overview/agen da and purpose, described da and background, overview, background but could be and agenda; more complete relevant & or polished clear background 2. Application: Appropriate and Little or no Inaccurate or Generally Strong insightful application of inclusion of incomplete good application procedures and practices techniques, use of application, with good application, techniques but lack fit, rationale, or practices polish, fluency, and fluency, or originality originality 3. Coverage: Thorough and Very Either Generally Thorough balanced in treatment of topic incomplete, thorough but thorough and coverage of significant biased, or balanced but topic per gaps, or incomplete awkward, assignment biased and balanced needs more with treatment of evidence, or balanced topic better treatment of sequencing perspectives 4. Discussion: Prepared to Little or no Discussion but Prepared Prepared facilitate discussion and is discussion without clear discussion questions on receptive to feedback organization questions key areas, or purpose and responsive to and elicit participant reaction and questions 5. Reflection: Can identify what Little or no Ask for Ask for Request it would do differently to reflection feedback; feedback and feedback, improve some clarify clarify defensiveness responses; responses generally and link to nondefensive performance changes; positive & curious 6. Style: Use effective verbal and Poor style Either fluent Generally Excellent nonverbal communication skills (long pauses, delivery but good delivery style (e.g., voice volume, inflection, eye reading reading, or and involving contact, etc.) speech, awkward spontaneity matching "Umm..." delivery but but could verbal and and other spontaneous improve nonverbal mannerisms, style, good poor eye projection contact, with monotone, inflection, etc.) spontaneous speaking 7. Vocabulary: Appropriate and Little or no Use of terms Good use of Fluent fluent use of terms and concepts attempt to but not well terms but still vocabulary include related, uses jargon or and terms, sporadic, is awkward pronunciatio concepts, misused or with use of n without authors mispronounce terms pretention d 8. Graphics: Attractive & No graphics Graphics Well done Well- balanced layout, legible (may be present but graphics but designed appropriate poor quality too much or and in some (illegible, too little, not attractive cases) inconsistent, on key points graphics that etc.) simplify or summarize key ideas; original graphics

 BACHELOR OF SCIENCE IN ACCOUNTING

Statement of Purpose The Bachelor of Science in Accounting (BSA) prepares students not only to enter into the field of public accounting, but also for a career in business. The program involves analyzing, interpreting and communicating financial information that can be applied in all organizations. Students will study financial, managerial, and tax accounting, as well as auditing and systems while utilizing change management, ethical decision making, and effective communication skills. Students will participate in experiential and collaborative learning opportunities designed to prepare them to assess the accounting needs of a business and provide viable solutions. The 57-credit-hour program can be completed in approximately two and one-half years.

Upon completion of the BSA degree at Baker University, students should be able to: • Effectively communicate a functional understanding of the accounting discipline within business and effectively utilize the problem–solving tools and methods of analysis appropriate to those functional areas • Exhibit capabilities in collaborative work • Use both positive and normative analysis to assess ethical and legal issues in accounting and recommend practical solutions to appropriately address those issues • Demonstrate an understanding of the global context affecting business decisions • Recognize the challenges present in a changing accounting/business environment and recommend appropriate responses • Understand the internal and external determinants of the successful business enterprise. The accounting graduate possesses the skills necessary to enter the field of public accounting, but is also well–prepared for any career in business.

 BACHELOR OF SCIENCE IN ACCOUNTING (BSA) Program Learning Outcomes and Common Assessment Assessments (under development)

Program Outcomes Common Assessment Assessment Method Course(s)

1. Demonstrate BSA 205 Financial Accounting Financial Accounting proficiency in applying the Simulation accounting process including analyzing and recording transactions and preparing financial statements. 2. Explain current BSA 470 Intermediate Final Exam financial accounting and Accounting I reporting practices for current and long-lived assets. 3. Explain current BSA 471 Intermediate Final Exam financial accounting and Accounting II reporting practices for current and long-term liabilities and equity transactions. 4. Understand the rational BSA 480 Advanced for business combinations Accounting and demonstrate proficiency with the consolidation process. 5. Use accounting BSA 351 Managerial information to make Accounting II effective decisions related to costing systems, profit analysis, budgeting, and performance evaluation. 6. Apply income tax BSA 338 Income Tax principles to calculate taxable income for business entities and individuals. 7. Demonstrate a BSA 455 Business Policy functional understanding of Analysis the major disciplines within business. 8. Apply technology to BSA 420 Accounting Final Exam enhance organizational Information Systems efficiency and effectiveness. 9. Exhibit the ability to BSA 455 Business Policy work collaboratively. Analysis

10. Demonstrate BBA 455 Business Policy Simulation exercises and written and oral Analysis presentation communication skills that enhance leadership and organizational effectiveness  BSA 205 Financial Accounting Credit Hour: 3 Duration: 7 weeks Course Description An introductory accounting course describing accounting theory and practice, Financial Accounting emphasizes the use of financial statements for management control. BSA core course. Course Objectives:

After completing Financial Accounting, students should be able to

 Identify basic accounting terminology and the purpose of an accounting system  Explain the purpose and principles of basic financial statements and the effects of various transactions  Discuss the fundamental generally accepted accounting principles (GAAP) and the reasons for their existence and use  Distinguish between the accrual basis and the cash basis of accounting  Describe the importance of information from an accounting system in an organization's decision-making process

Assessment method to measure program performance: Financial Accounting Simulation Study groups will play “Monopoly” competing against other study groups in a financial accounting simulation project. You will be required to record every game move as an accounting transaction and prepare financial statements after the game is completed. The group will be graded on the general ledger. Each group member will submit a trial balance, income statement, or balance sheet for their individual grade portion of the project. BSA 205 Financial Accounting

Unsatisfactory Basic Proficient Distinguished

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10 Score

5. Analyze Unable to Transactions Transactions Transactions analyzed financing, accurately analyzed correctly analyzed correctly and recorded investing and analyze but errors in correctly with in proper journal entry operating transactions. recording journal minimal errors in form without error. transactions and Transactions are entries. recording journal record in not recorded in entries. journal entry proper journal form. entry form.

6. Post Unable to Demonstrated a Minimal errors Transactions correctly transactions to correctly post functional in posting posted to the general the general transactions to understanding of transactions. ledger and unadjusted ledger and the general the posting Able to prepare trial balance prepared prepare an ledger and process but with an unadjusted without error. unadjusted trial prepare an errors in trial balance balance. unadjusted trial application. without error. balance.

7. Prepare Conveys a lack Demonstrates a Demonstrates an Demonstrates a adjusting of understanding functional advanced thorough understanding entries, post to of the adjusting understanding of understanding of of the adjusting the general entry process. the adjusting the adjusting process. Able to post ledger, and process but with process. adjusting entries to the prepare an errors in Minimal errors general ledger and adjusted trial application. in application. prepare an adjusted trial balance. balance without error.

8. Use the adjusted Unable to Financial Financial Financial statements are trial balance to prepare financial statements include statements are prepared in proper form prepare an statements in proper elements prepared in and exhibit an advanced income proper form. No with a developing proper form with awareness of formatting statement, awareness of understanding of effective use of conventions used in statement of standard standard formatting accounting practice. retained formatting formatting conventions. earnings, and a conventions. conventions. balance sheet in proper form.

BSA 242 Microeconomics Credit Hour: 3 Duration: 7 weeks Course Description This course is an introduction to economics analysis of market economies. Topics include scarcity and choice, price and output determination, market power, and wages and employment. Evaluating the effects of government policies is emphasized. You will become familiar with the invisible hand, which governs the production and distribution of goods and services. While studying market regulation, we will see how human behaviors can play a major part in supply, demand, and price changes. Incentives will be a reoccurring topic, as many people tend to make decisions based on their economic well-being. BSA core course. Course Objectives:

After completing Microeconomics, students should be able to   Demonstrate a basic understanding of news relating to an economy as a whole  Understand the economic implications of changes in government, fiscal, or monetary policy  Discuss how interest rates are determined and the role these interest rates play in personal and corporate decision – making  Understand the role of macroeconomic policies that affect internal and external deficits, inflation, and growth of per capita income  Describe the relationship of economics and globalization  Be able to formulate and assess macroeconomics policy suggestions

BSA 338 Income Tax Credit Hour: 3 Duration: 8 weeks Course Description This class asks students to explore different research techniques to understand account regulations and taxation. Students gain an advanced knowledge of FASB and other governing entities, including how to apply the standards put forth by such organizations. Further, through an overview of corporate taxation, students obtain an understanding of taxation’s effects on the strategic decision-making process. BSA core course. Course Objectives:

After completing Income Tax, students should be able to

 Understand the role of taxation in economic decision making and financial reporting.  Assess how taxes affect economic decisions for all taxpaying entities through the timing and amounts of income recognition and deductions/spending decisions.  Analyze how taxes affect financial reporting. This includes traditional financial statement reports versus tax based statements.  Develop a fundamental understanding of the components of taxable income to enable students to better apply future tax changes in compliance and planning strategies.  Explore research techniques to understand accounting regulations and tax issues. This includes where to find pronouncements from different regulatory bodies and taxing authorities.  Use case studies to research accounting and tax issues and clearly communicate and support your recommendations.

BSA 346 Managerial Economics Credit Hour: 3 Duration: 6 weeks

 Course Description This course is designed to allow students to improve their economic reasoning skills. Microeconomics theory is taught by application to real-world economic problems. It is the study of the various ways in which microeconomic principles and quantitative tools can be used to aid managers in making sound decisions. Prerequisite: BSA 242 Microeconomics and BSA 464 Macroeconomics. BSA core course. Course Objectives:

This course is designed to allow students to improve their economic reasoning skills. Microeconomic theory is taught by application to real-world economic problems.

After completing Managerial Economics, students should be able to

 Improve economics reasoning skills through exposure to microeconomic theory  Strengthen the link between theoretical economics and the practical world of business through exposure to and analysis of popular media, news items, and case studies  Develop greater knowledge of the types of problems faced by firm managers  Improve your economics intuition concerning these problems and their solutions  business strategy at the firm level.  Acquire a basic competence in the theoretical deviation and empirical estimation of demand, cost, and produce functions, answering the fundamental managerial questions of what, how, and for whom to produce.

BSA 350 Managerial Accounting I Credit Hour: 3 Duration: 7 weeks Course Description This is the first of two Managerial Accounting courses. This course discusses managerial accounting concepts, including costing systems, profit analysis, budgeting, performance evaluation, and product pricing. By analyzing internal company information, students learn to make decisions that influence company directions and successes. Prerequisite: BSA 205 Financial Accounting. BSA core course. Course Objectives:

After completing Managerial Accounting I, students should be able to

• Identify cost drivers, cost behavior patterns, and relevant costs • Utilize the information above to conduct profitability analyses • Understand various costing systems such as job, process, absorption, variable, and activity-based • Develop a master budget • Assess performance using variance analysis against standard costs • Understand different approaches to product pricing decisions

BSA 351 Managerial Accounting II Credit Hour: 3 Duration: 7 weeks Course Description This course is a continuation of Managerial Accounting I, which discusses managerial accounting concepts, including costing systems, profit analysis, budgeting, performance evaluation, and product pricing. By analyzing internal company information, students learn to make decisions that influence company directions and successes. Prerequisite: BSA 350 Managerial Accounting I. BSA core course. Course Objectives:

After completing Managerial Accounting II, students should be able to

• Identify cost drivers, cost behavior patterns, and relevant costs • Utilize the information above to conduct profitability analyses • Understand various costing systems such as job, process, absorption, variable, and activity-based • Develop a master budget • Assess performance using variance analysis against standard costs • Understand different approaches to product pricing decisions

BSA 420 Accounting Information Systems Credit Hour: 3 Duration: 7 weeks Course Description To explore the continuing need for automated financial data and transaction processing, students in this course investigate needs analysis, systems development and operation, technology evaluation, system requirements, security, planning, and training as they relate to accounting and auditing principles. Emphasis is placed on analyzing business operations and management decision making based on information systems controls, communications, and reporting. Students evaluate current databases and other systems and determine if new systems design is required for optimum performance. BSA core course. Course Objectives:

After completing Accounting Information Systems, students should be able to

 Understand the importance of Information Technology to Accountants.  Learn the strategies and the importance of documenting Accounting Information Systems.  Evaluate and document Business Processes and recognize where technology and Information Systems can help bring efficiencies and relevant knowledge to Managers and Stakeholders.  Explore various Accounting system software solutions and information to consider when selecting a system.  Research current topics in Accounting Information Systems and their benefits for business. These may include Cloud computing, XBRL financial reporting, and E-business developments.  Consider and implement a good system of Internal Controls and Security. We also will consider Ethical implications in the IT systems world.  Discuss strategies for developing and implementing an effective Accounting Information System. This includes subjects such as a comprehensive cost-benefit analysis, conversion challenges, change management and obtaining buy-in from users.

Assessment method to measure program performance: Final Exam

BSA 420 Accounting Information Systems

Unsatisfactor Basic Proficient Distinguished y CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10 Score

9. Understand the Unable to Demonstrates a Demonstrates a Demonstrates the level importance of properly developing thorough of understanding of the Information understand the understanding of understanding of importance of Technology to importance of the importance of the importance Information Accountants. Information Information of Information Technology to Technology to Technology to Technology to Accountants as Accountants. Accountants. Accountants. expected of practicing accounting professionals.

10. Understan Lacks an Rudimentary Demonstrates a Advanced d various understanding of understanding of thorough understanding of Accounting various various understanding of various Accounting System software Accounting Accounting various System software solutions and System software System software Accounting solutions and information to solutions and solutions and System software information to consider consider when information to information to solutions and when selecting a system selecting a consider when consider when information to that is expected of system. selecting a selecting a consider when practicing accounting system. system. selecting a professionals. system.

11. Be able to Unable to Demonstrates a Demonstrates a Demonstrates the discuss discuss strategies developing ability thorough ability to discuss strategies for for developing to discuss understanding strategies for developing and and strategies for and ability to developing and implementing an implementing an developing and discuss strategies implementing an effective effective implementing an for developing effective Accounting Accounting Accounting effective and Information System Information Information Accounting implementing an that is expected of System. System. Information effective practicing accounting System. Accounting professionals. Information System.

12. Understan Lacks an Demonstrates a Demonstrates a Demonstrates the level d how to understanding of developing thorough of understanding of consider and how to consider understanding of understanding of how to consider and implement a and implement a how to consider how to consider implement a good good system of good system of and implement a and implement a system of Internal Internal Internal Controls good system of good system of Controls and Security Controls and and Security. Internal Controls Internal Controls expected of practicing Security. and Security. and Security. accounting professionals.

13. Be familiar Lacks an Demonstrates a Demonstrates a Demonstrates the level with the understanding of developing thorough of understanding the strategies and the strategies understanding of understanding of strategies and importance of and importance the strategies and the strategies and importance of documenting an of documenting importance of importance of documenting an Accounting an Accounting documenting an documenting an Accounting Information Information Information Accounting Accounting System expected of System. System. Information Information practicing accounting System. System. professionals.

14. Evaluate Unable to Demonstrates a Demonstrates a Demonstrates the and document accurately rudimentary working ability ability to evaluate and Business evaluate and ability to evaluate to evaluate and document Business Processes and document and document document Processes and recognize where Business Business Business recognize where technology and Processes and Processes and Processes and technology and Information recognize where recognize where recognize where Information Systems Systems can technology and technology and technology and can help bring help bring Information Information Information efficiencies and efficiencies and Systems can Systems can help Systems can help relevant knowledge to relevant help bring bring efficiencies bring efficiencies Managers and knowledge to efficiencies and and relevant and relevant Stakeholders expected Managers and relevant knowledge to knowledge to of practicing Stakeholders. knowledge to Managers and Managers and accounting Managers and Stakeholders. Stakeholders. professionals. Stakeholders.

 BSA 455 Business Policies Analysis Credit Hour: 3 Duration: 5 weeks Course Description Find out about the contemporary policy issues facing business professionals, and integrate the various disciplines encountered in the BSA program. The course focuses on learning to evaluate alternatives and construct an effective policy statement. BSA core course. Course Objectives:

After completing Business Policy Analysis, students should be able to

 Apply the Strategic Management Model  Explain the relevance of business ethics to strategic management practice  Analyze both internal and external factors confronting a company  Identify the importance of contending forces within an industry  Conduct SWOT (strengths, weaknesses, opportunities, and threats) and financial analyses

 Summarize the impact of various analyses on company strategy  Evaluate the strategic management processes of various organizations  Recommend future initiatives for companies based on financial and situational analysis  Formally plan and communicate company strategy for a particular timeframe

BSA 464 Macroeconomics Credit Hour: 3 Duration: 7 weeks Course Description

This course aims to study the economy on a broader, aggregate scale. We will examine the behaviors of firms, households, and markets and the way their decisions affect the whole. Students will learn about business cycles, the composition and calculations of economic indicators, and decisions regarding tax rates and subsidies. With completion of the course, students will be able to understand basic functions and processes of the country’s governing bodies. Prerequisite: BSA 242 Microeconomics. BSA core course.

Course Objectives After completing Macroeconomics, the student should be able to:

• Demonstrate a basic understanding of news relating to an economy as a whole

• Understand the economic implications of changes in government, fiscal, or monetary policy

• Discuss how interest rates are determined and the role these interest rates play in personal and corporate decision – making

• Understand the role of macroeconomic policies that affect internal and external deficits, inflation, and growth of per capita income

• Describe the relationship of economics and globalization

• Assess macroeconomics policy suggestions and describe their impacts

BSA 470 Intermediate Accounting I Credit Hour: 3 Duration: 8 weeks Course Description The primary goals of Intermediate Accounting I are 1) to help students understand the theories and principles behind the pronouncements issued by regulatory bodies and used by companies to present their financial information, and 2) to emphasize the proper application of these theories with consideration of ethical issues and the best benefit to investors. Students gain an advanced understanding of not only the rules of accounting, but the reasoning behind them. This basis enables students to logically apply the relevant rules from governing bodies in many different situations. It also provides them with the background to know the best sources for further information on current accounting topics. Students focus on in-depth aspects of financial accounting theory, including concepts such as revenue and expense recognition, capitalization, asset valuation, earnings per share, and implementation of international financial reporting standards (IFRS). Further, students explore regulatory requirements and key components of financial reporting. Prerequisite: BSA 205 Financial Accounting. BSA core course. Course Objectives After completing Intermediate Accounting I, you should be able to

 Identify the framework and objectives of financial reporting

 Describe the purpose of the FASB, SEC, PCAOB, IASB and other rule setting and regulatory bodies, along with the rules they set such as GAAP and IFRS

 Explain the purpose of financial statement disclosures, management discussion and analysis, and the core statements of published financial reports

 Discuss the effect of inventory cost flow assumptions on gross margins

 Apply the rules for intangible asset recognition

 Scrutinize costs to determine when they should be capitalized as assets rather than expensed immediately

 Evaluate the differences in depreciation methods and how the use of each method affects the income statement and balance sheet

 Distinguish between types of investments and how they should presented in the financial statements

 Differentiate between taxes for financial statements and IRS reporting

Assessment method to measure program performance: Final Exam There will be two exams during the course. The first exam will be over the material covered during the first three class periods (chapters 1-5). The exam will be administered at the start of the fourth class period. The second exam will be over the material covered during class periods 4-8 (chapters 7-11 and chapter 13) and will be administered during the final class period.

BSA 470 Intermediate Accounting I

Unsatisfactory Basic Proficient Distinguished CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 – 10 Score

15. Understan Demonstrates a Demonstrates a Demonstrates a Demonstrates an d the conceptual lack of developing clear advanced understanding framework understanding of understanding of understanding of of the conceptual underlying the conceptual the conceptual the conceptual framework and the financial framework. framework. Able framework relationships between accounting and Unable to to identify including the components. reporting identify relevant relevant interrelationships components. components. between relevant components.

16. Be able to Unable to Balance sheet Balance sheet is Balance sheet is prepare the prepare a includes proper prepared in prepared in proper form following balance sheet in elements with a proper form with and exhibits an financial proper form. developing effective use of advanced awareness of statements: Unaware of understanding of formatting formatting conventions standard standard conventions. used in accounting a. Balance formatting formatting practice. Sheet conventions. conventions. Use of improper elements.

b. Income Unable to Income statement Income Income statement is Statement prepare an includes proper statement is prepared in proper form income elements with a prepared in and exhibits an statement in developing proper form with advanced awareness of proper form. understanding of effective use of formatting conventions Unaware of standard formatting used in accounting standard formatting conventions. practice. formatting conventions. conventions. Use of improper elements.

c. Statement Unable to Statement of Statement of Statement of of prepare a comprehensive comprehensive comprehensive income Comprehen statement of income includes income is is prepared in proper sive Income comprehensive proper elements prepared in form and exhibits an income in proper with a developing proper form with advanced awareness of form. Unaware understanding of effective use of formatting conventions of standard standard formatting used in accounting formatting formatting conventions. practice. conventions. conventions. Use of improper elements.

d. Statement Unable to Statement of cash Statement of Statement of cash flows of Cash prepare a flows includes cash flows is is prepared in proper Flows Statement of proper elements prepared in form and exhibits an cash flows in with a developing proper form with advanced awareness of proper form. understanding of effective use of formatting conventions Unaware of standard formatting used in accounting standard formatting conventions. practice. formatting conventions. conventions. Use of improper elements. 17. Explain Unable to Demonstrates a Demonstrates a Demonstrates the level current financial properly account developing thorough of understanding of the accounting and for and report in understanding of understanding of underlying transactions reporting the financial the underlying the underlying and related accounting practices for statements transactions and transactions and and reporting practices current and relevant current current expected of practicing long-lived transactions. accounting and accounting and accounting assets: reporting reporting professionals. practices for cash. practices for a. Cash cash.

b. Receivables Unable to Demonstrates a Demonstrates a Demonstrates the level properly account developing thorough of understanding of the for and report in understanding of understanding of underlying transactions the financial the underlying the underlying and related accounting statements transactions and transactions and and reporting practices relevant current current expected of practicing transactions. accounting and accounting and accounting reporting reporting professionals. practices for practices for receivables. receivables.

c. Inventory Unable to Demonstrates a Demonstrates a Demonstrates the level properly account developing thorough of understanding of the for and report in understanding of understanding of underlying transactions the financial the underlying the underlying and related accounting statements transactions and transactions and and reporting practices relevant current current expected of practicing transactions. accounting and accounting and accounting reporting reporting professionals. practices for practices for inventory. inventory.

d. Plant and Unable to Demonstrates a Demonstrates a Demonstrates the level Equipment properly account developing thorough of understanding of the for and report in understanding of understanding of underlying transactions the financial the underlying the underlying and related accounting statements transactions and transactions and and reporting practices relevant current current expected of practicing transactions. accounting and accounting and accounting reporting reporting professionals. practices for plant practices for and equipment. plant and equipment.

e. Intangible Unable to Demonstrates a Demonstrates a Demonstrates the level Assets properly account developing thorough of understanding of the for and report in understanding of understanding of underlying transactions the financial the underlying the underlying and related accounting statements transactions and transactions and and reporting practices relevant current current expected of practicing transactions. accounting and accounting and accounting reporting reporting professionals. practices for practices for intangibles. intangibles.

18. Explain Unable to Demonstrates a Demonstrates a Demonstrates the level current financial properly account developing thorough of understanding of the accounting and for and report in understanding of understanding of underlying transactions reporting the financial the underlying the underlying and related accounting practices for statements transactions and transactions and and reporting practices current relevant current current expected of practicing liabilities transactions. accounting and accounting and accounting reporting reporting professionals. practices for practices for current liabilities. current liabilities.

 BSA 471 Intermediate Accounting II Credit Hour: 3 Duration: 8 weeks Course Description This course is a continuation of BSA 470 Intermediate Accounting I, which is a prerequisite to BSA 471. BSA core course. Course Objectives:

After completing Intermediate Accounting II, students should be able to

 Apply revenue recognition principles to financial transactions  Differentiate between types of earnings – recurring and nonrecurring, operating and non- operating, continuing and discontinued  Recognize the differences between operating and capital leases and the impact each has on financial statements  Determine the proper calculation and disclosure of current and contingent liabilities and long term debt  Identify the differences between GAAP and IRS rules when calculating profit  Describe how different equity issues, such as preferred dividends, stock options and convertible securities affect the calculation of Earnings Per Share  Prepare and interpret the Statement of Cash Flows

Assessment method to measure program performance: Final Exam There will be two exams during the course. The first exam will be over the material covered during the first three class periods (chapters 14, 15, and 12). The exam will be administered at the start of the fourth class period. The second exam will be over the material covered during class periods 4-8 (chapters 16, 18, and 19) and will be administered during the final class period.

BSA 471 Intermediate Accounting II

Unsatisfactor Basic Proficient Distinguished y CRITERIA 7.0 – 7.9 8.0 – 8.9 9.0 – 10 Score 0 – 6.9

19. Understan Unable to Demonstrates a Demonstrates a Demonstrates the level d accounting properly account developing thorough of understanding of the and reporting for and report in understanding of understanding of underlying transactions practices for the financial the underlying the underlying and related accounting long-term debt statements transactions and transactions and and reporting practices (bonds and long- relevant current current expected of practicing term notes transactions. accounting and accounting and accounting payable). reporting reporting professionals. practices for practices for bonds and long- bonds and long- term notes term notes payable. payable.

20. Be familiar Lacks an Rudimentary Understands the Advanced with the understanding of understanding of economic understanding of the economic the economic the economic rationale for economic rationale for rationale for rationale for rationale for leasing. leasing. Demonstrates leasing and leasing. Unable leasing. Demonstrates a the level of understand to properly Demonstrates a thorough understanding of the accounting and account for and developing understanding of underlying transactions reporting report in the understanding of the underlying and related accounting practices for financial the underlying transactions and and reporting practices operating and statements transactions and current expected of practicing capital leases. relevant current accounting and accounting transactions. accounting and reporting professionals. reporting practices for practices for bonds and long- bonds and long- term notes term notes payable. payable.

21. Understan Unable to Demonstrates a Demonstrates a Demonstrates the level d accounting properly account developing thorough of understanding of the and reporting for and report in understanding of understanding of underlying transactions practices for the financial the underlying the underlying and related accounting issuance, statements transactions and transactions and and reporting practices repurchase, and relevant current current expected of practicing retirement of transactions. accounting and accounting and accounting capital stock. reporting reporting professionals. practices for practices for issuance, issuance, repurchase, and repurchase, and retirement of retirement of capital stock. capital stock.

22. Understan Unable to Demonstrates a Demonstrates a Demonstrates the level d accounting properly account developing thorough of understanding of the and reporting for and report in understanding of understanding of underlying transactions practices for the financial the underlying the underlying and related accounting restricted stock, statements transactions and transactions and and reporting practices stock options, relevant current current expected of practicing and other forms transactions. accounting and accounting and accounting of stock based reporting reporting professionals. compensation. practices for practices for restricted stock, restricted stock, stock options and stock options and other forms of other forms of stock based stock based compensation. compensation..

23. Understan Unable to Demonstrates a Demonstrates a Demonstrates the level d accounting properly account developing thorough of understanding of the and reporting for and report in understanding of understanding of underlying transactions practices for the financial the underlying the underlying and related accounting income tax statements transactions and transactions and and reporting practices expense. relevant current current expected of practicing transactions. accounting and accounting and accounting reporting reporting professionals. practices for practices for issuance, issuance, repurchase, and repurchase, and retirement of retirement of capital stock. capital stock.

24. Be able to Unable to Demonstrates a Demonstrates a Demonstrates the level calculate basic accurately rudimentary working of understanding of the and fully diluted calculate basic understanding knowledge of underlying transactions earnings per and fully diluted basic and fully basic and fully and related accounting share. earnings per diluted earnings diluted earnings and reporting practices share. per share per share expected of practicing calculations. calculations. accounting professionals.

BSA 480 Advanced Accounting Credit Hour: 3 Duration: 7 weeks Course Description This course provides an in-depth study of business combinations and the preparation of consolidated financial statements. Other topics include foreign currency transactions, translation of foreign currency financial statements, and exploring accounting for governmental and not-for- profit organizations. Prerequisite: BSA 471 Intermediate Accounting II. BSA core course. Course Objectives:

After completing Advanced Accounting, students should be able to

 Understand the reasons for business combinations and be able to prepare consolidated financial statements at the date of the business combination and subsequent thereto  Be able to account for intercompany inventory transactions  Understand the purpose of and accounting for foreign currency transactions and be able to translate foreign currency financial statements into the reporting currency for consolidation  Be able to account for the activities of governmental entities  Be familiar with the financial reporting model for governmental entities  Be aware of the importance of ethics and integrity in financial reporting decisions

 BSA 484 Finance, Capital, and Management Credit Hour: 3 Duration: 7 weeks Course Description Finance, Capital, and Management develops the basic financial skills used in decision making within the business organization for long-term financing, capital budgeting, working capital management, and related areas. BSA core course.

Course Objectives:

After completing Finance, Capital, and Management, students should be able to:

 Employ basic terminology and practices from the field of finance  Apply essential finance concepts, including discounted cash flow analysis, risk, time value of money (TVM), net present value (NPV), and rates of return  Calculate the cost of debt, the cost of capital, and the risks and rates of return on investment. Explain how these factors influence a firm's decision-making  Categorize cash management principles, objectives, and techniques  Evaluate capital budgeting tools for decision-making  Analyze a firm's financial health using ratio analysis, financial documentation, and tactical and operational strategies based upon market conditions  Assess how stock and bond policies factor into a firm's decision-making

MASTER OF BUSINESS ADMINISTRATION

Statement of Purpose The Master of Business Administration degree is a graduate level business program designed for working professionals.

The MBA program develops leaders who employ technical, analysis and decision-making skills to solve complex organizational challenges. Coursework supports development of knowledge and skills in identifying, analyzing and solving today‘s business opportunities.

The Master of Business Administration program includes a foundation of skills in management, information technology, accounting, human resources, finance, economics, statistics, innovative thinking, marketing, leadership, international business and strategic planning. Graduates use a comprehensive approach in formulating strategies that generate a competitive advantage. Skill enhancements include advanced critical thinking development, practice in oral and written communication, and progressive technological applications.

The MBA program has a 43 credit hour requirement. It is structured so that students concentrate on one course at a time and is completed in the order recommended by the University. It takes approximately 22 months to fulfill the curriculum requirements. Program Learning Outcomes

Upon completion of the program, the MBA graduate should be able to demonstrate the following skills and abilities:

 Assess the organizational environment to ensure management practices align with organizational vision and mission.

 Develop ethical plans for ensuring business sustainability.

 Analyze and interpret relevant data for effective organizational decision-making.

 Identify and analyze internal strengths and weaknesses and external opportunities and threats to inform business decisions.

 Employ innovative thinking in the solution of domestic and global business problems.

 Demonstrate written and oral communication skills that enhance leadership and organizational effectiveness.  MASTER OF BUSINESS ADMINISTRATION (MBA) Program Learning Outcomes and Common Assessment Assignments

1. Assess the MBA 590/595 Strategic Strategic Plan Paper and organizational environment Planning Presentation to ensure management practices align with organizational vision and mission 2. Develop ethical plans MBA 580 Executive Ethical Dilemma Case for ensuring business Leadership Study sustainability 3. Analyze and interpret MBA 542 Statistics and Data Analysis Paper relevant data for effective Analysis organizational decision- making 4. Identify and analyze MBA 590/595 strategic Strategic Plan Paper and internal strengths and Planning Presentation (Group Project) weaknesses and external opportunities and threats to inform business decisions 5. Employ innovative MBA 533 Innovative Leonardo da Vinci Research thinking in the solution of Business Thinking Paper domestic and global business problems 6. Demonstrate written MBA 590/595 Strategic Strategic Plan Paper and and oral communication Planning Presentation (Group Project) skills that enhance leadership and organizational effectiveness

MBA 510 Organizational Teams and Effective Leadership Credit Hour: 3 Duration: 6 Course Description: This course makes students aware of graduate education expectations and responsibilities. It focuses on understanding individual and team requirements and resources that students need to be successful in a graduate degree program. Course Objectives:

After completing Organizational Teams and Effective Leadership, students should be able to,

 Utilize Baker web resources, including the student portal, Moodle, the Baker website, the Collins library online, and Baker email  Locate, define, and explain Baker policies and procedures  Apply writing principles, concepts, and standards to produce logical, coherent, and well- structured writing  Identify and apply self-assessment, group dynamics, and team building concepts and behaviors to participate in a task that results in effective team performance  Use the Collins Library online, select and evaluate source materials and incorporate them correctly into written and verbal assignments

MBA 514 Legal Environment of Business Credit Hour: 3 Duration: 6 weeks Course Description: This course examines the legal environment and its effects on business decisions. Students will study contracts, commercial law, consumer law, business regulation, and ethics. Course Objectives:

After completing Legal Environment of Business, students should be able to

 Outline the nature of law and the American legal system, the functions of law, the sources of law, and legal reasoning  Distinguish the functions of administrative agencies and their impact on business entities  Identify the elements of a contract, defenses that may be raised to enforce a contract, and what constitutes performance and breach of a contract  Identify the Uniform Commercial Code (UCC) and explain its statutory application to contracts for sale of goods  Analyze tort law, explain its function in society, and identify the three main theories of tort liability: intentional, negligent, and strict  Discuss elements of negligence and the concerns of negligence liability to businesses  Justify product liability based on negligence and strict theories in the context of defective and unreasonably dangerous products  Identify the contract warranty theories for product liability claims  Categorize the characteristics and distinctions among various business organization types including sole proprietorships, partnerships, limited partnerships, and corporate entities

MBA 524 Principles of Organizational Management Credit Hour: 3 Duration: 6 weeks

 Course Description: Principles of Organizational Management develops students’ managerial skills as organizers, facilitators, communicators, and team builders. It defines specific management skills and functions, presents actions that contribute to goal achievement, and identifies attributes that enhance successful organizational performance. Course Objectives:

After completing Principles of Organizational Management, students should be able to,

 Identify, define, and practice the major areas of executive management, including planning, organizing, directing, and controlling  Describe the variety of communications issues and barriers within the workplace and use specific techniques to improve communications  Evaluate the impact of international business and cultural issues on the skills required of an effective manager  Outline the importance of planning in the overall accomplishment of organizational goals and objectives  Identify the wide range of human resource challenges and solutions  Recognize and work with varying leadership styles within an organization through an understanding of influence tactics, power bases, and contingencies  Analyze resistance to organizational change and plan strategies for managing conflict

MBA 531 Business in Today’s Global Environment Credit Hour: 3 Duration: 6 weeks Course Description: This course provides material describing the institutions and operations involved in international businesses. Students learn to adapt managerial policies and practices to the global business environment. Course Objectives:

After completing Business in Today’s Global Environment, students should be able to,

 Differentiate between managing within an international context and managing within a domestic context  Arrange the historical development of world trading systems  Assess the benefits and costs of foreign direct investment to host and home countries  Analyze how and why the global capital market functions  Determine appropriate methods for entering new countries and markets  Outline the critical aspects of a global business plan  Evaluate the effectiveness of different corporate strategies worldwide  Predict challenges involved in global human resource management  Infer the role cultural differences play in business practices  Evaluate how investment decisions change within multinational enterprises

MBA 533 Innovative Business Thinking Credit Hour: 3 Duration: 6 weeks Course Description: Using principles of creative thinking, graduate students discover goal-setting and life balance techniques to enhance professional decision making. In addition, students develop an appreciation for innovations that change the way we live, and learn how to use that knowledge to identify future world-changing innovations. Course Objectives: After completing Innovative Business Thinking, students should be able to,

 Weave creative and critical thinking methodologies into business, organizational, or individual problem solving  Devise creativity-based ways to broaden personal and professional perspectives  Integrate core personal and professional values with creative problem solving and decision making  Discern the relationship between innovation and communication  Extrapolate innovative thinking as an aspect of successful leadership  Combine innovative thinking with physical activity to create a unified approach to business thinking

Supports Program Learning Outcome(s): 5 Assessment method to measure program performance: Leonardo da Vinci Research Paper Each student is to write a six- to eight-page paper that discusses each principle through identification of a global firm, a current employer, and/or a former employer that is either a) demonstrating success with the principle, or b) standing to benefit from the application of the principle. The paper should include:

a. An introduction and definition of the da Vinci principles, and an explanation of how da Vinci principles can be applied for business success.

b. A very brief overview of da Vinci’s life and influences.

c. Two specific examples from a global firm, a current employer, and/or a former employer, that illustrate each da Vinci principle in action, or recommendations for application (total of 14 specific examples). If unable to identify a principle in use at a particular firm, recommend how the firm could apply that principle.

The paper is graded on the thoroughness of the research, the student’s understanding and application of the da Vinci principles, and the clarity of the writing.

MBA 533 Leonardo da Vinci Research Paper Rubric for MBA Outcome 5

Measures MBA Program Learning Outcome 5: Employ innovative thinking in the solution of domestic and global business problems

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

1. Introduction Fewer than seven Seven principles Seven principles Seven including principles identified, not adequately principles definition of the identified, or not clearly defined, or defined, or clearly defined seven da Vinci defined, or not not applied to applied to and applied to principles and applied to business success; business success; business applicability of business success; somewhat unclear, clearly stated, success; clearly each for business unclear, not demonstrating demonstrating stated, success. demonstrating moderate general to good demonstrating understanding. understanding. understanding Understanding. of the value of the principles and how to use them. 2. Briefly Three or more More than two More than one No more than describe da pages, or pages of relevant page of relevant one page of the Vinci’s life and inappropriate information. information. most relevant influences information. information.

3. Two specific Fewer than Fourteen specific Fourteen specific Fourteen examples from a fourteen specific examples and/or examples and/or specific global firm, a examples and/or recommendations, recommendations, examples, current employer, recommendations, somewhat unclear clear and thoughtful and/or a former unclear illustrations of appropriate responses employer, illustrations of benefits of illustrations of clearly illustrating each benefits of principles. benefits of capturing the da Vinci principle principles. principles. relevant uses in action, or and benefits of recommendations principles. for application

4. Research Inadequate or Research could be Research supports Excellent reflects critical ineffective more current and examples examples and original applications, not offer better presented, and integrate details thought using current support for how how or why the and sources, research that or why the principles work. with most supports how or principles work. current research why the principles to support how work. or why the principles work.

5. Organization Lack of Organization and Organization and Organization of information for organization, main main ideas main ideas mostly compelling and coherence, ideas unclear. somewhat clear. clear. logical. emphasis and clarity

6. Format, Does not follow Generally follows Follows MLA Follows MLA citations, and formatting and MLA formatting formatting and formatting and writing documentation and documentation documentation conventions -- guidelines; six or documentation guidelines with guidelines, with spelling, more spelling, guidelines; three few exceptions; error-free punctuation, punctuation, to five writing one to two writing writing. grammar and/or grammar errors per page. errors per page. errors per page.

MBA 535 Human Resource Management Credit Hour: 3 Duration: 6 weeks Course Description: This course deals with recruitment, training, evaluation, and promotion of today’s increasingly diverse employees. Students will study how to attract, secure, enable, and retain productive employees as part of a multicultural workforce. The course also covers issues related to compliance with employment laws and regulations. Course Objectives:

After completing Human Resource Management, students should be able to,

 Describe how human resource activities can provide businesses with a competitive advantage  Outline the legal issues affecting HRM activity and the various laws related to equal employment opportunity and employment discrimination  Analyze various recruitment, staffing, and training methods and determine which are most appropriate for specific situations  Identify the value and uses of performance appraisals in organizations and the prescription for effective appraisal  Describe pay and benefit systems that recognize employee contributions in a fair and equitable manner and determine the relative advantages and disadvantages for various pay-for-performance systems  Explain the concept of organizational justice and how it relates to all aspects of employer-employee relationships  List the functions of OSHA and describe contemporary programs that seek to improve worker health and safety

 MBA 542 Business Statistics and Analysis Credit Hour: 4 Duration: 8 weeks Course Description: This course introduces students to descriptive and inferential statistics and their applicability to business decisions. Students will explore measures of central tendency and variability, probability theory, estimation and hypothesis testing, and regression models. Course Objectives: After completing Business Statistics and Analysis, students should be able to,

 Apply statistical tools to business decision-making  Categorize the functions of inferential statistics  Determine probabilities and probability applications  Create effective graphical data summaries  Select appropriate statistics and functions for business  Critique statistical hypotheses that you and others create

Supports Program Learning Outcome(s): 3 Assessment method to measure program performance: Research Paper

Each student writes a seven- to eight page paper that stresses the practical use of statistics in the collection, organization, analysis, interpretation and presentation of data that pertains to a real or hypothetical business problem that enhances business decision-making. Areas to be covered include descriptive statistics and inferential statistics. Each student is responsible for the selection of a real or hypothetical business problem and the real or hypothetical data related to the problem. Students should utilize Microsoft Excel for all necessary calculations and graphic presentation of data and results, and be able to use the output to address the problem at hand. The Research Paper should include: I. An Executive Summary which provides a brief background supporting the identification of a business problem requiring data analysis for better understanding and more effective business decision-making. Be certain to clearly define the problem and the questions to be answered by the research in this introduction of the Research Paper. II. A Research Design and Data Collection Plan that identifies the data necessary to answer the questions posed. Distinguish descriptive and inferential analysis and identify the independent and dependent variables where applicable. III. The Research Paper should include the following descriptive and inferential statistical analysis: A. Descriptive Statistics  Given the business problem and the accompanying data set, construct graphs (following principles of ethical data presentation), calculate and interpret numerical measures of central tendency and dispersion appropriate for the situation. Use the graphs and numerical measures as aids in determining a course of action relative to the problem at hand. B. Probability Concepts and Distributions Given the business problem, utilize basic probability concepts, and standard probability distributions, e.g., binomial, normal, as is appropriate, to formulate a course of action which addresses the problem. C. Confidence Intervals Given the business problem and accompanying data set, for which application of a confidence interval is appropriate, construct an interval, assess its validity, and use the confidence interval in developing a course of action relative to the problem. D. Statistical Hypotheses Given the business problem and accompanying data set, for which the test of a hypothesis is appropriate, conduct an appropriate statistical hypothesis test, assess the validity of the test, and use the test results to decide on a course of action relative to the problem. IV. The Study Conclusions should be identified and supported by evidence. V. Written Report. Each student should be prepared to demonstrate their understanding and application of all aspects of their research in a written report that constitutes this Research Paper following MLA standards and criteria. Students should also be prepared to orally defend their Research Papers (the “Written Report”) if asked. The Research Paper is evaluated using the Rubric for Statistical Business Case Analysis which follows: MBA 542 Analysis of Data Paper Rubric for MBA Outcome 3 Measures MBA Program Learning Outcome 3: Analyze and interpret relevant data for effective organizational decision-making. Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0 6. Exec Introduction does Introduction Introduction Introduction clearly utive not adequately vaguely describes describes the describes the Summary describe the the background background background associated and background associated with associated with the with the need for data Definition associated with the need for data need for data analysis to enhance of the the need for data analysis to analysis to enhance better understanding Problem(s) analysis to enhance better better understanding and more effective and enhance better understanding and and more effective business decision- Questions understanding more effective business decision- making. Each variable to be and more business decision- making. Each is identified and Addressed effective making. Some variable is identified completely described business variables are and completely The problem is decision-making. identified but described. The explained clearly and Variables are not descriptions are problem explanation concisely. The problem properly lacking. The is adequate although scope is reasonable for identified nor problem is less concise than a research project in an described. The somewhat vague possible. The eight-week course and problem lacks and the question(s) to be provides an clarity regarding questions(s) to be answered by the opportunity to the question(s) to answered by the research are demonstrate both be answered by research may be reasonable and descriptive and the research difficult to represent an inferential analysis. project. address in an opportunity to eight-week demonstrate both course. descriptive and inferential analysis.

7. Rese The research The research The research design The research design arch Design design and data design and data and data collection and data collection and Data collection plan collection plan plan is valid and plan is valid, efficient, Collection does not align demonstrates aligns well with and well-aligned to Plan well with the some alignment research questions. produce data robust to research with the research Data is likely to answer all research questions. question(s) but answer some to most questions. lacks efficiency in research questions. data-question alignment. 8. Descr Inadequate Descriptive Descriptive statistics Descriptive statistics iptive representation of statistics reported are aligned with the are precisely aligned Statistics: descriptive represent some research question(s); with the research Analysis statistical understanding of represents an question(s); represents and understanding. methodology and understanding of a proficient Presentatio Lacks graphic methodology and understanding of n demonstration of representation. graphic methodology and the use of methods The reported representation; but appropriate use of of graphic statistics are not lacks appropriate use effective graphic representation well-aligned with of effective graphic representation. corresponding the research representation. with the research question(s) posed question(s) posed in the problem. in the problem.

9. Infer No attempt or An attempt at Inferential statistics Inferential statistics are ential demonstrated inferential are aligned with the precisely aligned with Statistics: understanding of statistical analysis research question(s); the research Analysis inferential is demonstrated. represents an question(s); represents and statistical The choice or understanding of an understanding of Presentatio analysis nor representation methodology, but methodology and n alignment with lacks clear lacks an demonstrates the research understanding in understanding of appropriate question(s) posed alignment with appropriate applications to the in the problem the research applications to the research question(s) question(s) posed research question(s) posed in the problem. in the problem. posed in the problem.

10. Stud Conclusions are Conclusions are Conclusions are Conclusions are y not soundly loosely based on soundly based on soundly based on Conclusions based on statistical results statistical results but statistical results and statistical results and are not are not clearly tied to are clearly tied to the nor are they adequately related the research research question(s) related to the to the research question(s) posed in posed in the problem. research question(s) posed the problem. May Business decisions, question(s) posed in the problem. lack precise and based upon study in the problem. Business concise statements results, are clearly decisions linking conclusions stated and demonstrate resulting from the to business decisions good logic. analysis are resulting from the unclear. study.

MBA 553 Marketing Management and Strategy Credit Hour: 3 Duration: 6 weeks Course Description: This course presents strategies for optimal marketing and distribution of products and services, and examines how marketing consequences influence the decisions marketing managers make. The course

 emphasizes product planning, promotion, distribution, and pricing based on theories of consumer behavior and market segmentation. Course Objectives:

After completing Marketing Management and Strategy, students should be able to,

 Discuss how marketing contributes to meeting the objectives of contemporary business organizations  Integrate marketing planning with the organization's mission, strategic plan, and ethical standards  Apply market research and segmentation techniques to marketing decision making  Interpret the impact of the consumer behavior process on both marketers and consumers  Use financial analysis tools and the Internet to examine marketing problems, cases, and events  Recommend an effective marketing mix for a product or service  Summarize the opportunities, challenges, and risks involved in global marketing  Synthesize understanding and skills into a marketing plan for a product or service

MBA 554 Managerial Finance Credit Hour: 4 Duration: 8 weeks Course Description: Students learn about methods for determining the optimal volume and composition of firm assets, liabilities, and equity in this course. The focus is on the theory and practice of capital budgeting and asset financing. Prerequisite: MBA 557 Accounting Applications for Management Course Objectives:

After completing Managerial Finance, students should be able to,

 Calculate the firm's financial ratios and compare them to other firms, to the industry, and to previous periods  Describe the concept of time value of money and perform its various calculations  Calculate Net Present Value (NPV) and Internal Rate of Return (IRR) and apply these tools to capital budgeting decisions  Construct a discounted cash flow analysis  Describe common investment vehicles and their related risks and returns  Identify the advantages and disadvantages of a company moving from a privately held firm to a publicly held firm  Calculate a firm's equity, debt, and weighted average cost of capital and explain why cost of capital is an essential decision-making tool for a company

 MBA 557 Accounting Applications for Management Credit Hour: 4 Duration: 8 weeks Course Description: This course teaches students to understand accounting principles so they can interpret financial statements. Learn to make proper managerial and investment decisions by getting to know revenue estimation, cost accounting, inventory valuation, depreciation, ratio analysis, and funds flow statements. Course Objectives:

After completing Accounting Applications for Managers, students should be able to,

 Assess the conceptual basis of accounting practices and procedures used in organizations today  Evaluate economic conditions within business successes and failures from an accounting framework  Extrapolate financial information from a company’s annual report  Differentiate the basic characteristics of managerial accounting and financial accounting  Generate business decisions out of cost, product, and service analysis  Apply a managerial reporting strategy to communicate economic results  Analyze financial statements used in lending and investing decisions

MBA 562 Economic Aspects of Business Decisions Credit Hour: 3 Duration: 6 weeks Course Description: Managers and aspiring managers learn to use economic concepts to make sound business decisions. The course focuses on determining product prices, minimizing organizational costs, and maximizing company profits. Course Objectives:

After completing Economic Aspects of Business Decisions, students should be able to,  Determine the optimal amount of activities using marginal analysis  Derive the role of technology within elements of real-world competition  Assess government’s position in and influence on markets  Analyze the factors that cause a shift in supply or demand curves  Create appropriate pricing strategies  Calculate cost measures  Generate optimal factors of production for a good or service  Evaluate price-related strategic opportunities for a firm

 MBA 580 Executive Leadership Credit Hour: 3 Duration: 6 weeks Course Description: This course focuses on the development of leadership potential to meet the challenges and opportunities of today’s dynamic environment. Students learn about values alignment, knowledge, and skills that foster positive relationships and promote organizational progress. Course Objectives: After completing Executive Leadership, students should be able to,

 Discuss the major factors for managers converting employee talent to performance  Describe the differences among knowledge, skills, and talent  Analyze the key components of workplace satisfaction and productivity  Demonstrate skills involved in influencing others  Assess ethical dilemmas and formulate an individual code of ethics  Develop change management strategies to facilitate productivity and reduce resistance  Interpret theory related to the process of succession planning  Design an individual leadership development plan based on your self-assessment and concepts learned in this course

Assessment method to measure program performance: Ethical Dilemma Case Study Ethical Dilemma Case Study Individual assessment Six- to eight- page Individual paper Due in Week Five

Aligns with Course Objectives:  Assess ethical dilemmas and formulate an individual code of ethics

 Develop change management strategies to reduce resistance to change and to facilitate improved organizational results

Individual Assignment: Each student identifies an ethical and/or socially-responsible opportunity that his or her organization (or an organization the student researches) currently faces, and develops a leadership plan that addresses the opportunity in a way that ensures improved organizational results and the sustainability of the business; the plan must also address how it will reduce the opportunity’s current adverse impact on society and/or the physical environment. The written plan should:  Describe the ethical and/or socially-responsible opportunity that the organization currently faces, and the current adverse impact on the business, society, and/or the physical environment. Examples include: competitive initiatives that cross the line in terms of corporate ethics (e.g., data mining of online customers’ use of the Internet without their approval); sponsorship of “scientific” studies designed to substantiate corporate initiatives (e.g., smoking is not addictive, burning of fossil fuels does not contribute to global warming or pollution, etc.); off-shoring of work to low-wage countries (e.g., where goods are produced for export under near slave-like working conditions).

 Describe a plan that addresses the ethical and/or socially-responsible actions that the student proposes

 The plan should include:

a. Its objectives in addressing the opportunity

b. A concrete measurement of what success will look like if the plan is effective

c. Definitions of the roles of leadership and other stakeholders in implementing the plan

d. The specific elements of the plan

e. A timeline of dates and accountabilities for each element of the plan

f. Interim metrics to monitor the effectiveness of each element of the plan as it is implemented, as well as for the plan as a whole

g. Specific initiatives that address the communication of the plan and the resistance to change that it will evoke

 The plan should also include a final assessment of its effectiveness, planned for some time following the completion of the implementation of the plan, which addresses not only the effectiveness of the plan in reducing the adverse impact to the business, society, and/or the physical environment, but also the plan’s unintended consequences and any “lessons learned” that the organization can benefit from when addressing its next ethical and/or socially- responsible opportunity  Finally, each plan should end with a statement of the student’s personal code of ethics – the statement, paragraph, or set of “bullets” that the student will utilize as their guidelines for ethical behavior throughout his or her career in business The Individual Assignment assessment will be evaluated on the basis of the Rubric for Individual Ethics/Social Responsibility Paper.

MBA 580 Ethical Dilemma Cast Study Rubric Measures MBA Program Learning Outcome 2: Develop ethical plans for ensuring business sustainability. Criteria Unsatisfactory Basic Proficient Distinguished Score 0.0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 – 10.0 1. Describe the ethical Opportunity not Opportunity Opportunity Opportunity fully and/or socially- described. described in only adequately described, including responsible opportunity a cursory described. the adverse impact on that the organization manner. the business, society, currently faces, and the and/or the physical current adverse impact environment. on the business, society, and/or the physical environment 2. Describe a plan that Plan does not Plan addresses Plan adequately Plan addresses addresses the ethical address the the requirements addresses all objectives, concrete and/or socially- requirements. in only a cursory necessary measurements, responsible actions that manner. requirements. definitions of the the student proposes roles of leadership and key stakeholders, specific elements, timeline and accountabilities, interim and final metrics, specific initiatives that address the communication of the plan and the resistance to change that it will evoke. 3. The plan includes a final Plan does not Plan addresses Plan adequately Plan is exemplary in assessment of both the address the the requirements addresses addressing plan’s effectiveness in requirements. in only a cursory assessment of assessment of its reducing the adverse manner. its effectiveness effectiveness and impact to the business, and captures capturing unintended society, and/or the “lessons consequences and physical environment, learned” for “lessons learned” for and the plan’s future future application. unintended application. consequences and any “lessons learned” that the organization can benefit from when addressing its next ethical and./or socially- responsible opportunity. 4. Each plan should end No personal Only a An adequate An exemplary with a statement of the code of ethics rudimentary personal code personal code of student’s personal code included. personal code of of ethics is ethics is stated and of ethics – the statement, ethics suggested. stated. guidelines for how paragraph, or set of the student will apply “bullets” that the it are included. student will utilize as their guidelines for ethical behavior throughout his or her career in business 5. Organization of Lack of Organization of Organization Organization is information for organization, main ideas and main ideas compelling and coherence, emphasis and main ideas somewhat clear. mostly clear. logical. clarity unclear. 6. Format, citations, and Does not follow Generally Follows MLA Follows MLA writing conventions formatting and follows MLA formatting and formatting and --spelling, punctuation, documentation formatting and documentation documentation grammar guidelines; six documenting guidelines with guidelines, with error- or more guidelines; three few exceptions; free writing. spelling, to five writing one to two punctuation errors per page. writing errors and/or grammar per page. errors per page.

 MBA 595 Strategic Planning for Competitive Organizations Credit Hour: 4 Duration: 8 weeks Course Description: This capstone course teaches students to develop long-range strategies for an organization. Applying the skills and knowledge they have gained in MBA courses, students identify an organization’s competitive advantages and apply them in designing and implementing strategic plans. The course uses case studies and simulation exercises to support and illustrate the decision-making process. This course is designed to be the capstone course of the MBA core/major.

Course Objectives: After completing Strategic Planning for Competitive Organizations, students should be able to,

 Discern the role and value of strategic planning  Formulate a strategic plan  Analyze business environments  Devise business strategies  Evaluate the results of strategic decision making  Create a strategic plan presentation for a board of directors

Supports Program Learning Outcome(s): 1, 4, and 6

Assessment method to measure program performance: Strategic Planning Paper and Presentation Overall Objectives of MikesBikes–Advanced Simulation: This course is the capstone of the MBA program, where students utilize and synthesize data, information, and tools garnered during MBA coursework. MikesBikes is used to assess students’ critical- and analytical-thinking skills and decision-making abilities regarding numerous areas in the development, planning, and structuring of a business. Groups compete, beginning with identical companies and an identical product. Each round of decisions becomes more complex, and groups launch a new product. Each group must make a full set of corporate decisions that include promotion expenditures, product selection and specifications, production quantity and capacity, plant efficiency and quality, capital structure, earnings per share, debt to equity ratio, and dividend policy. The winner is the group creating the highest shareholder value, defined as market share price plus cumulative dividend payments. Groups risk going bankrupt with an unsuccessful product launch or serious errors. In winning the game, financial strategies are as critical as product marketing and operational strategies. A winning group typically has a successful product launch, excellent demand forecasting ability, a thorough understanding of capacity planning and inventory management, and strategies to drive share price as high as possible. These can include launching additional products, improving existing products, managing capacity, implementing cost controls, and using cash to repurchase shares, pay debt, or pay dividends.

MikesBikes Strategic Plan: Each group develops a strategic plan for its MikesBikes company. The plan should include creating a mission and vision for the company; alignment of mission and vision with management practices; establishing objectives for EPS, ROE, credit ratings, and the like; noting what strategy the company will follow; providing data showing the effectiveness of the current strategy; and, analyzing if the strategy needs to be modified (and if so, how). Due Class Two. Graded via Rubric for MikesBike-Advanced Strategic Plan. MikesBikes Advanced Paper. The paper will include the best practices of the company relevant to theories from the textbook and any additional topics discussed throughout the course. The paper will conclude with a forecast and recommendations for continued success of the group’s company and an analysis of the company’s strengths and weaknesses. Each group member must contribute to the research and paper. The paper should include background information on the group’s company, company’s best practice, strengths, weaknesses, threats, analysis, evaluation, forecasts, and recommendations. The paper must be in MLA format. Proper, thorough documentation using MLA citation is critical. Thus, the sources of all ideas, information, statistics, data, quotations, or other material must be cited using in-text cites and corresponding Works Cited cites. The paper is to be eight to ten pages, not including the Works Cited. Due Class Eight. Graded via Rubric for MikesBikes-Advanced Paper. MikesBikes Presentation: Each group member must participate in the oral presentation. Include visual aids such as PowerPoint slides; the visual aids must add value to the presentation. Provide your classmates background information on the company, a full assessment of the company’s significant strengths and best practices, analysis, evaluation, forecasts, and recommendations. All content presented should be relevant to theories from the textbook and any additional topics discussed throughout the course. Due Class Eight.

MBA 595 Strategic Planning Paper Rubric

Measures MBA Program Learning Outcome 1: Assess the organizational environment to ensure management practices align with organizational vision and mission. CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

1. Analysis of Inadequate analysis, Adequate analysis, Good analysis, Thoughtful and well- business unclear vision. somewhat unclear mostly clear reasoned analysis, environment and vision. vision. clear vision. vision for the company

2. Alignment of Few or illogical Somewhat unclear Mostly clear Clear and appropriate mission and objectives objectives objectives objectives established. vision with established. established. established. management practices

3. Analysis of Unclear or Somewhat unclear, Mostly clear, Clear analysis, with current strategy unsupported. could use more with some data data to support support. to support analysis. analysis.

4. Strategic Plan Inadequate number Somewhat unclear Mostly clear, Clear and well- and quality of or unreasonable reasonable reasoned strategies strategies presented. strategies strategies determined. determined. determined.

MBA 595 MikesBikes Advanced Paper Rubric

Measures MBA Program Learning Outcomes 4 and 6: Identify and analyze internal strengths and weaknesses and external opportunities and threats to inform business decisions; Demonstrate written and oral communication skills that enhance leadership and organizational effectiveness. CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

1. Introduction and Inadequate Adequate Good analysis, Thoughtful and background analysis, unclear analysis, mostly clear vision. well-reasoned information vision. somewhat clear analysis, clear vision. vision.

2. Strategy and best Unclear or Somewhat clear, Mostly clear, with Clear, data practices unsupported. could use more some data to support provided to support support. analysis. analysis.

3. Analysis of strengths, Inadequate Analysis Mostly clear analysis, Clear analysis, weaknesses and analysis, unclear somewhat clear, with some support. with supporting threats or unsupported. could use more data. support.

4. Evaluation of options Inadequate Somewhat clear, Clearly stated, Clearly stated, evaluation, not demonstrating demonstrating demonstrating demonstration moderate general to good understanding. understanding. understanding. understanding.

5. Forecasts Unclear, not Somewhat clear, Clearly stated, Clearly stated, demonstrating demonstrating demonstrating demonstrating understanding. moderate general to good understanding. understanding. understanding.

6. Recommendations Unclear, not Somewhat clear, Clearly stated, Clearly stated, demonstrating demonstrating demonstrating demonstrating understanding. moderate general to good understanding. understanding. understanding.

7. Organization of Lack of Organization and Organization and Organization information for organization, main ideas main ideas mostly compelling and coherence, emphasis main ideas somewhat clear. clear. logical. and clarity unclear.

8. Format, citations, Does not follow Generally Follows MLA Follows MLA and writing formatting and follows MLA formatting and formatting and conventions, spelling, documentation formatting and documentation documentation punctuation, guidelines; six or documentation guidelines with few guidelines, with grammar more spelling, guidelines; three exceptions; one to error-free writing. punctuation, to five writing two writing errors per and/or grammar errors per page. page. errors per page.

MBA 595 Presentation Rubric Measures MBA Program Learning Outcome 6: Demonstrate written and oral communication skills that enhance leadership and organizational effectiveness. Unsatisfactory Basic Proficient Distinguished Criteria Score 0 – 6.9 7.0 – 7.9 8.0 – 9.0 91 - 10.0

1. Presentat Information is Information is Information is Information is difficult to presented in a presented in a presented in a logical ion and follow and is logical sequence logical sequence sequence that also Organization distracting from but is not that is easy to demonstrates the presentation somewhat follow. creativity and effort objective. difficult to follow. Presentation to engage and Lack of direction outline (road map) maintain audience by the is offered in attention. presenter(s). introduction and Presentation outline followed (road map) is offered throughout the in introduction and presentation. followed throughout the presentation.

2. Presenter Presenter(s) are Presenter(s) are Presenter(s) Presenter(s) s’ Knowledge unable to provide able to demonstrate a demonstrate a depth a sufficient demonstrate a confident level of of knowledge of the knowledge of the basic level of knowledge of the content that enhances content. content content and critical thinking by knowledge. Only encourages the the audience. factual audience to think information was critically. presented.

3. Presentat Presenter(s) Presenter(s) used Presenter(s) used a Presenter(s) used a ion Style and delivery style a delivery style delivery style that delivery style that Audience was distracting that attracted was appropriate, enhanced the content Engagement and did not limited attention including eye using appropriate eye attract the from the audience contact, voice tone contact, voice tone attention or and encouraged and enthusiasm and enthusiasm. The engagement limited audience that engaged the audience was very from the engagement. audience and engaged and audience. questions resulted. questions were encouraged.

4. Visual Visual aids do Visual aids Visual aids are Visual aids are Aids not support the neither distract appealing and engaging and message and are nor add to the appropriate to the precisely reinforce a source of message. message. the message. distraction.

5. Group All presenters Most presenters All presenters are All presenters are Preparation are not aware of are prepared. prepared. prepared and able to (Use only for the presentation Transitions do not Transitions are seamlessly transition group content and occur without minimally between speakers. presentations) format; and some audience cumbersome. indication of distraction. presenter direction from other presenters.

 MASTER OF ARTS IN ORGANIZATIONAL LEADERSHIP (MAOL)

Statement of Purpose The Master of Arts in Organizational Leadership (MAOL) degree is a graduate-level business program designed for working professionals. The MAOL program provides future organizational leaders with the opportunity to develop collaborative, versatile leadership skills and abilities individually examined and organizationally practiced through interrelationships. During this program, students will acquire skills in social justice, global citizenship, and entrepreneurial spirit; program components include critical thinking emphases within ethical business practices, social responsibility, organizational diversity, group problem solving, and innovative approaches to conflict resolution and negotiation.

The MAOL program has a 39-credit-hour requirement. It is structured so that students concentrate on one course at a time and is completed in the order recommended by the University. It takes approximately 22- 24 months to fulfill the curriculum requirements.

Upon completion of the program, the MAOL graduate should be able to demonstrate the following skills and abilities:

• Prepare a personal statement of ethics and social responsibility and a personal leadership development plan. • Demonstrate effective oral and written communication in leadership and inter-relational roles. • Demonstrate ability to critically assess and weigh various stakeholder needs within ethical and socially responsible leadership of the organization. • Employ effective use of technology and methodology to evaluate, analyze, and interpret organizational and environmental data supporting critical thinking and decision-making. • Through a vision of shared values, develop strategic plans capable of creating and sustaining superior organizational and inter-organizational performance. • Design, implement, and assess the preliminary effectiveness of a leadership project. 

MASTER OF ARTS IN ORGANIZATIONAL LEADERSHIP (MAOL)

Program Learning Outcomes and Common Assessment Assessments

Program Learning Outcomes Common Assessment Assessment Method Course 1. Prepare a preliminary MAOL 515 Leadership Development personal statement of ethic Leadership Fundamentals Plan and social responsibility and a personal leadership development plan; both of which will be reflected upon and revised as a final program requirement. 2. Demonstrate effective MAOL 520 Research Paper oral and written Leadership and communication in Organizational Behavior leadership and inter- relational roles. 3. Demonstrate ability to MAOL 530 Written Responses to critically assess and weigh Corporate Social Discussion Questions various stakeholder needs Responsibility and within ethical and socially Accountability responsible leadership of the organization. 4. Employ effective use of MAOL 540 Enterprise System Proposal technology and Maximizing Technology in methodology to evaluate, Organizations analyze, and interpret organizational and environmental data supporting critical thinking and decision-making. 5. Through a vision of MAOL 580 Term Paper and Strategic shared values, develop Sustainability for Future Plan strategic plans capable of Success creating and sustaining superior organizational and inter-organizational performance. 6. Design, implement, and MAOL 595 Case Study assess the preliminary The Leadership Perspective effectiveness of a leadership project.

 MAOL 510 Organizational Teams & Effective Leadership

Credit Hour: 3 Duration: 6 weeks Course Description: This course makes students aware of graduate education expectations and responsibilities. It focuses on understanding individual and group requirements and resources that students need to be successful in a graduate degree program. Course Objectives:

After completing Orientation to Graduate Education, students should be able to:

 Utilize Baker web resources, including the student portal, Moodle, the Baker website, the Collins Library online, and Baker email.  Locate, define, and explain Baker policies and procedures  Apply writing principles, concepts, and standards to produce logical, coherent, and well- structured writing.  Identify and apply self-assessment, group dynamics, and team building concepts and behaviors to participate in a task that results in effective team performance.  Use the Collins Library online, select and evaluate source materials and incorporate them correctly into written and verbal assignments.

MAOL 515 Leadership Fundamentals Credit Hour: 3 Duration: 7 weeks Course Description: In this course, students will define leadership, differentiate between management and leadership, create a personalized leadership development plan, and outline individual and peer assessment and accountability measures. Course Objectives: After completing Leadership Fundamentals, students should be able to  Define leadership  Differentiate between management and leadership  Critique several major theories or methods for conceptualizing leadership  Evaluate leadership strengths and opportunities for growth and development  Identify core competencies of a leader  Develop a personal mission statement and comprehensive Leadership Development Plan  Examine individual core values in light of an organization’s mission/vision/values  Analyze the role of ethical decision making in individual and organizational leadership  Demonstrate critical thinking skills and collaborative abilities in a variety of contexts.

Assessment method to measure program performance: Leadership Development Plan Paper Develop an in-depth Leadership Development Plan (LDP) that incorporates your personal mission and values statements and outlines specific goals and actionable steps to develop your leadership skills and abilities. Include a component for periodic self-review, as well as peer feedback for accountability.

MBA 515 Leadership Fundamentals Rubric

Measures MAOL Program Learning Outcome 1: Prepare a preliminary personal statement of ethic and social responsibility and a personal leadership development plan; both of which will be reflected upon and revised as a final program requirement. CRITERIA Unsatisfactory Basic Proficient Distinguished Score

0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

5. Introduction and The writer offers no The writer’s Writer offers a The writer offers an thesis statement synopsis of LDP, or synopsis of LDP brief synopsis accurate synopsis of thesis statement to may be slightly of the LDP; the LDP and presents a preview key points inaccurate; thesis thesis statement clear and precise thesis of analysis in paper. statement is is slightly somewhat vague or inconsistent statement to identify unclear. with key points the main ideas that addressed in will be elaborated on paper. in the paper. 6. Develop personal The writer does not The writer’s The writer The writer thoroughly mission and identify either a development of includes a explains the rationale mission statement or his/her personal mission values statements for his/her fully values that reflect the mission statement statement and developed mission that reflect your leadership is incomplete; identifies two or leadership philosophy of the writer identifies more values or statement, and clearly philosophy. writer. either none or only principles that identifies three or one value or clearly reflect more values or principle. The his/ her principles that reflect rationale for the leadership the individual’s mission and values philosophy. leadership philosophy. statement is unclear or illogical.

7. Formulate a The writer doesThe not writer states a brief The writer The writer states an personalized, state any discussion discussion of one states a brief elaborate discussion holistic of specific life goals specific life goal discussion with with multiple life and/or action steps to at least two life development and/or action step; goals and/or action identify what he/she goals and/or plan that vaguely identifies steps; prioritizes them includes specific desires to achieve in action steps, strengths and/or with a personal goals and this plan to develop prioritizes them actionable steps as a leader. weaknesses to step by step development strategy; to help you recognize what with a personal clearly and develop as a he/she desires to development thoughtfully assesses leader. achieve in this plan strategy, and personal strengths and clearly to develop as a weaknesses; includes a identifies leader strengths and/or timeline with weekly, weaknesses to monthly, and yearly help identify goals and action steps what he/she to help identify what desires to he/she desires to achieve in this achieve in this plan to plan to develop develop as a leader as a leader 8. Create a plan to The writer doesThe not writer’s plan addresses The writer The writer describes 3 1) ensure describe how he/she at least one of the describes 1 to 3 to 5 key leadership continuous will engage in necessary key leadership components and reflection or self- components and thoroughly compares reflection and components, but evaluation; does not briefly them to life goals; self-evaluation; omits one or more 2) engage with identify ways to compares them completely and others; the plan is peers to solicit gather peer feedback to life goals; thoughtfully describes feedback; 3) for additional not fully developed describes steps specific steps he/she revise plan development; and or is too vague to he/she will take will take for reflection accordingly for does not outline a ensure long-term for reflection or or self-evaluation over sustainability plan for periodic success. self-evaluation time; engages in peer and long-term revisions of the LSP over time; feed-back during success. to ensure engages in one- development of LDP sustainability for time peer feed- AND describes plan long term success back about LDP for obtaining ongoing rough draft; feedback; describes in generally detail when/how the addresses LDP will be revised to when/how ensure sustainability revisions to for long term success LDP will be made to ensure long term success

9. Sources, writing The writer does not The writer The writer The writer references style, format, and reference other references specific references specific concepts from mechanics sources to support concepts from at specific at least three analysis in response least one outside concepts from additional outside to written arguments. sources to support at least two sources to support Ideas are completely analysis. The additional analysis. The writer disorganized and citations contain outside source accurately documents ineffectively several to support all sources with sequenced, to the inaccuracies. Ideas analysis. The citations in the MLA point that the writer’s are somewhat writer format. Writing is meaning is unclear. disorganized or accurately cohesive and Many mechanical ineffectively documents all articulate. errors detract sequenced. Several sources in the Organization and attention from spelling, MLA format. sequencing of ideas content. Writer punctuation, and Writing is clear are clear, logical, and neglects all aspects grammar errors are and coherent. effective. Spelling, of MLA format. evident. Writer Organization punctuation, and follows some and sequencing grammar errors are aspects of MLA of ideas are rarely evident. Writer format and clear, logical, follows all guidelines overlooks others. and effective. for MLA format. Several spelling, punctuation, or grammar errors are evident. Writer follows most guidelines for MLA format.

MAOL 520 Leadership and Organizational Behavior Credit Hour: 3 Duration: 7 weeks Course Description: In this course, student-leaders will focus on how managers become effective leaders by addressing the human side of business. Student-leaders will integrate effective communication skills through study of conflict resolution and negotiation, coaching and mentoring techniques, and evaluation of individuals, teams, and overall organizational performance levels. Course Objectives:

After completing this course, students should be able to:  Identify various models of leadership and how they impact organizations  Understand the ethical components of leadership and how it affects organizational behavior  Apply critical thinking principles and practices to arrive at valid conclusions.  Understand that people, processes, and productivity are important in organizations  Analyze how people are treated in organizations, and its impact on the enterprise  Understand how their own assumptions impact their personal leadership  Recognize how leaders lead change in organizations  Understand systems - how each part of the way they treat people impacts all other aspects of the organization.  Develop a personal leadership model based on their philosophy of leadership  Evaluate their model of leadership based on how they work with people and organizations

Supports Program Learning Outcome(s):2

Assessment method to measure program performance: Final Research Paper Using any chapter or main themes from your text in Organizational Behavior (individual, groups and organization level), explain how the chapter(s) or themes you selected impact leadership. This will be a 10-15 page paper (with 10 research references). You will also, via power point and presentation (in class or online- using voice added technology) explain your topic, leadership implications and what you learned from this assignment. This should give you plenty of room to find an area you think is important

to leadership from Organizational Behavior and apply it. Find a topic you are interested in and will help you understand organizational behavior and leadership.

MAOL 520 Leadership and Organizational Behavior Rubric Measures MAOL Program Learning Outcome 2: Demonstrate effective oral and written communication in leadership and inter-relational roles.

Criteria Unsatisfactor Basic Proficient Distinguishe Scor y 7.0-7.9 8.0-9.0 d e 0-6.9 9.1-10 1. Introduction Purpose and Purpose and Purpose is Purpose is containing objectives are objectives are clear; clear and clear absent very general, objectives engagingly statement of requiring follow presented purpose and minimal logically with objectives to research objectives be achieved. that draw the reader in 2. Body provides There does not Strategy is Strategy Strategy is logical appear to be a present but leads reader clearly development strategy for somewhat from presented and of the ideas accomplishing superficial premises to followed and strategies the purpose. conclusions throughout used to in a coherent the body of accomplish the manner the paper and purpose lead to the ultimate purpose of the paper. 3. Data provided Data presented Data Data Data is indicates a has little or no presented is presented coherent and true research connection to fairly self shows presented in effort with a the purpose of evident, critical an engaging fair the paper creating no research way, treating presentation of new insights effort and all sides of opposing and only thoroughly the issue viewpoints refers to explores through well opposing opposing documented views views research. 4. Assertions and Assertions and Assertions Assertions Assertions conclusions conclusions and and and are supported are basically conclusions conclusions conclusions by credible just show minimal are clearly are sources unsupported documentatio stated and compelling in properly opinions n without well their documented much variety documented presentation of sources by a variety and supported of credible by sources sources that are current and peer reviewed 5. Works cited Works cited Works cited Works cited Works cited are relevant are minimal, are used in are properly are clearly and current barely relevant conformity referenced, and explicitly and used in and lacking in with MLA clearly supportive of conformity currency and are applicable to the data with MLA relevant to the the presented and format paper’s assertions represent purpose they support critical and are from research into sources multiple beyond the sources internet. 6. Conclusion Is a conclusion Conclusion Conclusions Conclusions summarizes in name only draws up the are clearly are clearly set main points and barely main points set forth and forth and and clearly addresses the and show aligned with aligned with describes how purpose of the their the specific the specific the purpose of paper application to purposes of purposes of the paper was the overall the paper the paper and achieved purpose of the demonstrate paper how the paper achieves its purpose

 MAOL 530 Corporate Social Responsibility and Accountability Credit Hour: 3 Duration: 7 weeks Course Description: This course is designed for awareness of social, cultural, economic, political, and financial implications and vulnerabilities. Personal values, legal requirements, and ethical standards will be explored in relation to balancing equity for shareholders, customers, and internal and external audiences. Topics will include labor laws, outsourcing, fiscal management, and transparency. Course Objectives:

Students will acquire a knowledge of CSR through the prism of social, cultural, economic, political, financial implications, and vulnerabilities for organizations. Personal values and ethical standards will be explored in relation to balancing equity for all stakeholders. After completing this course, students should be able to:

● Distinguish between individual leadership and organizational leadership in the task of fostering CSR ● Demonstrate an understanding of the stakeholder theory of the firm ● Evaluate community structure in order to place his/her organization within it ● Ascertain the social responsibilities accruing to public, private and non-profit organizations ● Resolve the financial tension that CSR poses for public, “for-profit” institutions ● Identify ethical duties and responsibilities of individual and organizational leaders ● Establish the ethical duties and responsibilities incumbent upon the organization ● Determine the extent to which CSR is an ethical obligation

Assessment method to measure program performance: Discussion Questions and/or Cases Each of the first four classes includes a discussion question and or a case. The first will be posted below in the Syllabus and in Moodle. Responses will also be posted in Moodle. The other questions or cases will be developed as the course progresses and will be posted in Moodle. One of the purposes of these assignments is to promote a spirit of inquiry based on critical thinking principles. Students are encouraged to use sources in addition to the textbook. You must support your answers with citations from credible sources, and should expect to be challenged and/or questioned by fellow students and the instructor.

The responses require a thoughtful analysis of the material. Therefore, it is necessary that you cite the book and/or article in supporting your answers. Your responses are an in-depth look into the material, and are to exhibit scholarly analysis referring back to what you have read for that week. You should therefore cite the page numbers you are referencing in your responses. If it is the textbook it does not need to be formal (in MLA citation form) just a simple parenthetical reference would work. For example, after you have discussed a point, you would type, (Werther/Chandler, page 52). If it is other than the textbook, a full citation should be used. Answers should be 2-3 pages. Each week students will be selected to present their answers and lead discussion.

MAOL 530 Corporate Social Responsibility and Accountability Rubric Measures MAOL Program Learning Outcome 3: Demonstrate ability to critically assess and weigh various stakeholder needs within ethical and socially responsible leadership of the organization. Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0 1. Includes Does not explain Summarizes relevant Applies and Evaluates and and applies relevant course course concepts, analyzes synthesizes concepts, theories or theories or materials. relevant Course concepts, relevant materials. Offers a course theories or course weak reply that states concepts, materials concepts, general theories, or correctly, using theories, or agreement/disagreem materials examples, materials ent, without stating correctly. supporting correctly. reasons why or being evidence, or substantive. relevant real world application. Consistently provides substantive comments. 2. Respond Responds to fellow Responds to Responds to s to fellow learners without relating fellow fellow learners, learners, discussion to the learners, relating the relating the relevant course relating the discussion to concepts, or provides discussion to relevant course discussion to Does not respond to response with a weak relevant concepts and relevant fellow learners. course reply that states general course consistently concepts and agreement/disagreement, concepts. extends the providing without stating reasons Feedback is dialogue through substantive why or being substantive provision of feedback. substantive. most of the substantive time. feedback. 3. Applies Does not contribute Contributes some Applies Applies relevant relevant, professional, professional, personal, relevant professional, professional, personal, or other professional, personal, or other personal, or personal, or other real or other real‐world world real‐world real‐world experiences. other real‐ experiences that may or experiences. may not relate to course experiences and content. world extends the experiences. dialogue by responding to the examples of peers.

 MAOL 540 Maximizing Technology in Organizations Credit Hour: 3 Duration: 7 weeks Course Description: In this course, students explore the implications of using technology across the organization to manage product development and production, data collection and storage, and human capital. Students focus on how technology has changed the nature of organizational data. Course Objectives:

 The student will be familiar with Informatics and develop a process to collect, analyze, and act on data to make positive changes in an organization.  The student will be able to describe the key systems in an enterprise that manage data regarding employees, customers, assets, and business processes.  The student will be able to explain how to make ethical decisions regarding the use of information technology and how to proactively secure proprietary information.  The student will be able to provide examples of how to leverage technology to analyze and streamline the enterprise's sustainability efforts. Supports Program Learning Outcome(s): 4

Assessment method to measure program performance: Enterprise System Proposal In the final class, each student will submit a 15 page proposal overhauling the enterprise information technology capabilities of an organization. In this paper, the student will assume a position of leadership and propose how their organization can better leverage technology as a competitive advantage. The student may write about an organization with which they are familiar or a fictional organization, but the solutions should be real and currently available or could be developed in-house in a practical, cost-effective manner. As a leader, the student must describe how the stakeholders will be affected by this change and how they will facilitate a success implementation. At least 5 sources should be cited, drawing from scholarly sources, vendor sources (Microsoft, Cisco, Oracle, etc.) and the assigned textbook.

The final paper should address the following issues:

1. Introduction/Executive Summary 2. What is the current enterprise technology landscape and where are the opportunities for improvement? 3. Describe how the organization is using technology to manage their finances and how this may be improved. 4. Describe how the organization is using technology to manage customer service, sales, and marketing and ways in which this may be improved. 5. Describe how the organization addresses corporate governance, compliance, and security and how technology may be better leveraged. 6. Describe how the organization is using technology for employee communication, collaboration, and research and development, as well as how these efforts may be streamlined using technology solutions. 7. Describe how your proposal may impact each stakeholder in the organization: the employees, customers, suppliers, shareholders, leaders, and community. Also describe how you, as a leader, propose to address these impacts during planning, implementation, and ongoing maintenance of the systems. 8. Conclusion (Restate thesis and summarize how you have supported that thesis.)

Internal note on this assignment: Each week, the students are required to submit a section of this paper. This will allow them to receive feedback throughout the course and make corrections. Therefore, the final paper should be at a higher standard than normal. The weekly assignment is described below: Weekly Enterprise System Submission To complete the final Enterprise System Proposal, the student will submit a draft of a section of the final paper each week and receive instructor guidance and feedback. Review the Final Paper description below. The weekly paper should be about 2 pages in MLA format and have at least one cited source drawing from scholarly sources, vendor sources (Microsoft, Cisco, Oracle, etc.) and the assigned textbook. Sources should be cited in-text/parenthetically and in a Works Cited page. This weekly paper should introduce the current state of the enterprise for the week’s topic, discuss how it may be improved with specific, real-world examples, discuss how this will impact the stakeholders involved, and how you a leader may facilitate a successful change.

Due Date Topic to Address What is the current enterprise technology landscape and where are [Week One] the opportunities for improvement? Describe how the organization is using technology to manage their [Week Two] finances and how this may be improved. Describe how the organization is using technology to manage [Week Three] customer service, sales, and marketing and ways in which this may be improved. Describe how the organization addresses corporate governance, compliance, and security and how technology may be better [Week Four] leveraged. Describe how the organization is using technology for employee communication, collaboration, and research and development, as [Week Five] well as how these efforts may be streamlined using technology solutions. Describe how your proposal may impact each stakeholder in the organization: the employees, customers, suppliers, shareholders, [Week Six] leaders, and community. Also describe how you, as a leader, propose to address these impacts during planning, implementation, and ongoing maintenance of the systems. Final Paper Due. Update paper sections based on feedback, add [Week Seven] Executive Summary and a strong Conclusion. MAOL 540 Maximizing Technology in Organizations Rubric for MAOL Outcome 4

Measures MAOL Program Learning Outcome 4: Employ effective use of technology and methodology to evaluate, analyze, and interpret organizational and environmental data supporting critical thinking and decision-making.

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

1. Current Current landscape is Current landscape is Current landscape Current technology incompletely defined. not well defined is defined. A few landscape is Significant AND/OR numerous opportunities for well defined. landscape and opportunities for opportunities for improvement are Student has opportunities improvement are not improvement are not not completely for identified or analyzed. identified/analyzed, identified/analyze analyzed the improvement Student has not demonstrating d, demonstrating opportunities demonstrated moderate general to good for understanding. understanding. understanding. improvement throughout the enterprise, demonstrating understanding. 2. Financial Major omissions in Major omissions in Minor omission(s) Current technologies description of current description of in description of. technologies to financial technologies current financial current financial manage AND opportunities for technologies technologies finances are improvement. Student AND/OR AND/OR clearly stated. has not demonstrated opportunities for opportunities for Opportunities understanding. improvement. improvement. for Student has Student has improvement demonstrated demonstrated are clearly moderate general to good stated. Student understanding. understanding. has demonstrated understanding. 3. CRM/sales/ Major omissions in Major omissions in Minor omission(s) Current marketing description of current description of in description of technologies to customer service, current customer current customer manage technologies sales, and marketing service, sales, and service, sales, and customer technologies AND marketing marketing service, sales, opportunities for technologies technologies and marketing improvement. Student AND/OR AND/OR are clearly has not demonstrated opportunities for opportunities for stated. understanding. improvement. improvement. Opportunities Student has Student has for demonstrated demonstrated improvement moderate general to good are clearly understanding. understanding. stated. Student has demonstrated understanding. 4. GRC and Major omissions in Major omissions in Minor omission(s) Current security description of current description of in description of. technologies/pr technologies/processes current current ocesses/ technologies/pro / procedures to technologies/process technologies/proc procedures to cesses/ manage corporate es/ procedures to esses/ procedures manage procedures governance, risk, manage corporate to manage corporate compliance, and governance, risk, corporate governance, security technologies compliance, and governance, risk, risk, AND opportunities for security AND/OR compliance, and compliance, and improvement. Student opportunities for security AND/OR security are has not demonstrated improvement. opportunities for clearly stated. understanding. Student has improvement. Opportunities demonstrated Student has for moderate demonstrated improvement understanding. general to good are clearly understanding. stated. Student has demonstrated understanding. 5. Technologie Major omissions in Major omissions in Minor omission(s) Current s for R&D, description of. current description of in description of technologies to R&D, collaboration, current R&D, current R&D, manage R&D, collaboration, and employee collaboration, and collaboration, and collaboration, and employee communication employee employee and employee communication technologies AND communication communication communication opportunities for technologies technologies are clearly improvement. Student AND/OR AND/OR stated. has not demonstrated opportunities for opportunities for Opportunities understanding. improvement. improvement. for Student has Student has improvement demonstrated demonstrated are clearly moderate general to good stated. Student understanding. understanding. has demonstrated understanding. 6. Stakeholder Major omission of Major omission of Minor omission(s) All stakeholders impact stakeholders AND stakeholders of stakeholders are identified system lifecycle AND/OR system AND/OR system and addressed throughout the paper. lifecycle for several lifecycle for a few for each Student has not technologies. technologies. technology. All demonstrating Student has Student has phases of understanding. demonstrated demonstrated system lifecycle moderate general to good are addressed understanding. understanding. for each technology. Student has demonstrated understanding of this objective. 7. Paper Paper is significantly Paper is less than Paper is slightly Paper length, spelling, less than the length the length less than the meets/exceeds requirement of 15 requirement of 15 length length and grammar pages (not counting pages (not counting requirement of 15 requirement of the Works Cited page) Works Cited page) pages (not 15 pages (not AND/OR contains AND/OR contains counting Works counting Works significant numerous Cited page) Cited page) spelling/grammar spelling/grammar AND/OR contains AND does not errors. errors. a few contain spelling spelling/grammar or grammar errors. errors. 8. Citations Less than five citations Five citations are Five citations Five or more are provided and they provided but not in have been citations to are not in MLA the proper format provided in MLA excellent format. and/or are not format. scholarly scholarly sources. sources have been provided in MLA format; research depth in demonstrated.

MAOL 550 Methods of Inquiry for Business Decisions Credit Hour: 3 Duration: 7 weeks Course Description: This course will focus on methods and resources for collection and analysis of business data. Statistical procedures, research methodology, and application to real-world scenarios will be explored. Additionally, students will learn how to apply analyses of commonly used documents such as annual reports, financial statements, performance reviews, and production reports to make sound business decisions. Course Objectives:

After completing Methods of Inquiry for Business Decisions, students should be able to:

• Discern the ethical use of statistics • Evaluate and suggest improvements on research related to leadership and other pertinent topics • Design decision-supporting research including quantitative and qualitative methods • Determine and explain when and how to use various research design and statistical methods as applicable to various research and analysis objectives • Use basic computer applications in statistical analysis of data from a variety of sources, including research instruments, financial reports, and performance evaluations • Critically examine statistical analysis results to make logical conclusions and business decisions

MAOL 560 Assessment of Organizational Performance Credit Hour: 3 Duration: 7 weeks Course Description: This course will examine the assessment of organizational performance from a holistic perspective. Students will study the techniques of assessment for a variety of groups and individuals in the organizational setting. Additionally, emphasis will be placed on using multiple forms of performance data

 for strategic planning, group and individual performance enhancement, mission and goal development, and industry comparison.

Course Objectives After completing Assessment of Organizational Performance, students should be able to

 Explain definition of evaluation and principles of assessment in organizations.

 Compare/contrast various evaluation models and data collection methods (both qualitative and quantitative) used to assess performance of individuals, groups, and organizations.

 Apply techniques for linking performance interventions and 360 degree feedback to desired end-results.

 Analyze political, interpersonal, legal, and ethical issues in evaluation.

 Synthesize data to ensure individual and organizational performance are aligned with organization’s mission, vision, values, and strategic goals.

 Create and implement an assessment initiative, including the specific steps of planning, designing, and conducting an evaluation; collecting and analyzing data; reporting on results; and recommending specific actions aligned with an organization’s strategic planning.

 Explain the role of authentic leadership in assessment and performance improvement.  Recommend strategies for creating a high-performance culture. MAOL 570 Tradition, Trends, Treaties, and Trade-Offs Credit Hour: 3 Duration: 7 weeks Course Description: In this course, student-leaders will transport from the world of traditional markets into conversions of trend analysis and market-driven research to navigate the macroeconomic environment in international communities. Course Objectives

After completing Traditions, Trends, Treaties, and Trade-Offs, students should be able to

 Discern market differences related to global cultural, economic, political, legal, and national competitive advantage factors  Assess the benefits and costs of foreign direct investment (FDI) to host and home countries  Determine appropriate modes of entry into new countries and markets  Quantitatively and qualitatively assess potential global market opportunities  Determine appropriate methods of entering new countries and markets  Recognize and seek global opportunities that increase mutual value based on the mission of the organization and improves the standard of living in our world  Craft a global market expansion plan that considers collaborative possibilities, sustainability, human rights and impact on our environment  MAOL 580 Sustainability for Future Success Credit Hour: 3 Duration: 7 weeks Course Description: This course will look at growth and sustainability strategies with a focus on current models, frameworks, and measurement systems for long-range business success. Students will develop and determine sustainable business plans for current companies by looking at industry trends, consumer research, financial success, and community responsibility. Creative and innovative approaches to business sustainability will be reviewed and applied. Course Objectives

After completing this course, students should be able to:  Actively distinguish between individual and organizational leadership as it applies to sustainability  Understand and communicate the challenges to sustainability  Understand the founding principles of sustainability and how they relate to the triple bottom line  Compare, contrast, and prioritize among sustainable and unsustainable behaviors  Analyze social attitudes and trends in the light of sustainability  Develop a Sustainability Plan for an existing organization  Move an organization from an unsustainable to a sustainable position using the tools of organizational leadership

Assessment method to measure program performance: Plan for Implementing Organizational Sustainability Term Paper Throughout the entire course, students will be expected to be applying what they are learning from their reading, class presentations, class discussions, and individual reflection to the development of their final term paper (fifteen pages minimum), a plan for implementing organizational sustainability at the student’s present or previous place of employment, a real organization that the student has researched, or a fictitious organization invented by the student for the purpose of leading an organizational sustainability plan. The final term paper will be due in Week 7 of the course.

To guide the development of your term paper, various elements (proposed title, preliminary outline, final title and final outline, and first draft) of it will be due throughout the course. The due dates, and more details regarding the requirements for each element, can be found below under the Class Schedule portion of this syllabus. The final term paper should include the following elements:

a. The paper’s final title, such as “A Plan for Leading the Implementation of Organizational Sustainability at Baker University” b. An Executive Summary that summarizes the key elements of your term paper at a high level, usually in only a paragraph or two c. A synopsis of your learning from all aspects of the course, including the course texts, the book selected for the student’s Book Review Presentation, instructor and fellow students’ in-class presentations, class discussions, etc. d. Your plan for leading the implementation of organizational sustainability at an organization. All term papers must include: i. The background of the organization, including whether it is the student’s present or previous place of employment, a real organization that the student has researched, or a fictitious organization invented by the student for the purpose of leading an organizational sustainability implementation plan. The organizational background section should address the organization’s current state vis-à-vis organizational sustainability, any previous formal attempts to implement organizational sustainability and their results or outcomes, and the student’s assessment of the organization’s current readiness to implement a sustainability effort, including any resistance to change that might have to be overcome to implement such a plan ii. The overall objectives of the plan, including the anticipated benefits of its successful implementation upon the organization and its financial success, growth, image or “brand,” shareholders and other stakeholders, etc., the natural environment, and society. Each objective should include a concrete description of what success will look like if the plan is ultimately successfully implemented iii. An overall summary of the scope of the plan, such as whether it will initially be piloted in a receptive or highly visible segment or location of the organization and then rolled out according to a timetable, implemented in only selected areas or locations of the organization simultaneously, and if so, where and why, or whether from the start the plan will be an organization-wide one, and the overall timeframe anticipated for the full implementation of the plan iv. The elements, steps, or phases of your plan for leading the implementation of a sustainability effort at the organization. Each element, step, or phase should include: 1. A description of each element, step, or phase, and the learning from the course that influenced your development of that element, step, or phase 2. The timing or priority of each element, step, or phase, either listing them in chronological order, grouping them (i.e., short term, mid- term, and long-term), or placing each element, step, or phase on a continuum or timeline 3. How the cost to the organization will be estimated and funded as each element, step, or phase is implemented 4. Definitions of the roles of the organization’s leadership and other key players in implementing the plan 5. Specific initiatives that address the communication of the plan, including to whom, when, and via what media 6. How resistance to the changes in the status quo required by each element, step, or phase of the plan will be anticipated, identified, and dealt with, and by whom 7. Interim metrics, i.e., specific, measurable results (preferably including those currently in place) to gauge the effectiveness of each element, step, or phase of the plan as it is implemented 8. A strategy of rewards and recognition appropriate to the culture of the organization and the effectiveness of the implementation of each element, step, or phase 9. Additional learning and/or external support that is anticipated to accomplish each element, step, or phase of the plan, including how they will be financed e. The plan should also include a final follow-up assessment of its effectiveness, scheduled for some time following the completion of the full implementation of the plan, which addresses not only the effectiveness of the plan in addressing the organization’s sustainability, but also the unintended consequences, positive and/or negative, and how they were/will be addressed, and the capture of any institutional knowledge (i.e., “lessons-learned”) from the implementation of the plan that the organization can benefit from either leveraging or avoiding as the organization’s sustainability efforts are maintained and expanded going forward f. Finally, your term paper should end with a description as to how the organization will plan to revisit their sustainability strategy and adjust it to keep it relevant as the initial plan is completed and the status of the organization, the environment in which it operates, and the nature of organizational sustainability continuously change g. A Conclusion, including reflection on the value to you of this course and of developing this plan for the leadership of an organizational sustainability initiative. Your Conclusion might include your plans for continuing your education on the leadership of organizational sustainability, even following the completion of your MAOL degree program, and/or what role you intend to play in advocating organizational sustainability efforts beyond those addressed in your term paper MAOL 580 Sustainability for Future Success Rubric for MAOL Outcome 5 Measures MAOL Program Learning Outcome 5: Through a vision of shared values, develop strategic plans capable of creating and sustaining superior organizational and inter-organizational performance. Unsatisfactory Basic Proficient Distingui Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 shed 9.1 - 10.0 1. Title, Executive The title, executive The title, executive The title, executive The title, Summary, Synopsis summary, and summary, and summary, and executive of Learning synopsis of learning synopsis of learning synopsis of learning summary, are not present. The are outlined, but lack are outlined. Content and executive summary is organization. The within the 2- to 3- synopsis diffuse or is absent executive summary is paragraph executive of from the paper. The less than 2- to 3-and summary is clear and learning paper does not reveal a is loosely connected concise in the are synopsis of learning to the overview of the overview of the clearly that reflects the course topics discussed. The topics discussed. The outlined. highlights, but rather a synopsis of learning synopsis of learning Content checklist of main is marginally adequately reflects within ideas. References to reflected. Course course highlights, the 2- to the required texts, the highlights, references references to the 3- book review, and in- to the required texts, required texts, the paragrap class peer the book review, and book review, and in- h presentations are in-class peer class peer executive missing or fragmented. presentations are presentations summary Information provided present, but lack demonstrating is clear in the summary and explanation and thoughtful and synopsis is not related continuity of thought. preparation and concise to the topic. The Information provided analysis of the in the overall submission in the summary and content. Information overview does not meet synopsis partially provided in the of the expectations for the meets expectations summary and topics assignment by for the assignment by synopsis meets discussed including application including some expectations for the . The to the student’s application to the assignment by synopsis professional student’s professional including application of experiences as the experiences as the to the student’s learning topic relates to topic relates slightly professional clearly sustainability within to sustainability experiences as the reflects the selected within the selected topic relates to course organization. organization. sustainability within highlight the selected s, organization. reference s to the required texts, the book review, and in- class peer presentati ons. Informati on provided in the summary and synopsis exceeds expectati ons for the assignme nt by including applicati on to the student’s professio nal experienc es as the topic relates to sustainab ility within the selected organizat ion and additiona l supportin g informati on germane to the topic. The overall analysis of the content exceeds expectati ons in every way. 2. Plan Includes: The plan for The plan for The plan for The plan Organizational implementation is implementation implementation exceeds unclear. Included provides content that provides a synthesis expectati Background, content does not addresses some of the of content that ons. The Overall Objectives, address the required required areas, addresses all required process Scope, Plan areas; credible credible industry areas, credible for Elements/Steps/ industry support and support and analysis industry support and impleme Phases and Detailed analysis are missing. is included, but not analysis is included, ntation Descriptions, The recommended always relevant. The and the actions steps provides Timing, actions and industry recommended actions for operation provide a Cost/Funding, support do not align do not align with the achievable, relevant synthesis Roles, with the sequence for sequence for recommendations for of Communications, implementation or are implementation, but action. Overall, the content Dealing with missing entirely from could work with scope for that is Resistance, Metrics, the plan. Overall, the additional effort. implementation is thoughtfu Rewards/Recognitio implementation is Overall, the scope for sound and has well- lly n, External Support fragmented, lacking implementation is developed steps. The construct Required/Funding the ability to be evident, but not well- plan should yield the ed and operationalized in developed. The plan desired results if addresses practice and would would have difficulty implemented in all likely result in the achieving the desired practice. required organization results if areas abandoning the implemented in with initiative. practice. detail, credible industry support and analysis of operation al steps. The infusion of support with properly aligned steps for operation would likely yield a smooth and successfu l transition . The impleme ntation should result in a well- develope d process that could easily be executed in the field and could be used as a model for organizat ions.

3. Follow-Up The assessment does The assessment The assessment The Assessment, not address the areas covers some of the covers all areas for assessme Unintended for review and areas for review and review and provides nt covers Consequences, provides no direction provides minimal sufficient direction all areas “Lessons Learned” for future initiatives direction for future for future initiatives for related to the initiatives related to related to the review, implementation of the the implementation implementation of provides plan. The content of of the plan. The the plan. a detailed the assessment lacks content of the Consequences are reflection organization and assessment lacks addressed and lessons of the coherence. There is no organization, does learn articulate a initiative, discussion of the not address all developing and impact of the aspects of the knowledge of how creates a unintended unintended change impacts the foundatio consequences or consequences, and organization and how n for explanation of the provides a cursory to address future future lessons learned from explanation of the initiatives related to initiative the implementation. lessons learned. the implementation. s related to the impleme ntation of the plan. The assessme nt includes additiona l informati on of value to the organizat ion’s continue d success with the initiative. The conseque nces listed and lessons learn demonstr ate mastery for navigatin g organizat ional change.

4. Ongoing The proposal to revisit The proposal to The proposal to The Sustainability the sustainability revisit the revisit the proposal Strategy: strategy does not sustainability strategy sustainability strategy to revisit Revisit and Revise support a reflective provides some provides adequate the to Maintain practice to ensure support to suggest a support for a well- sustainab Relevancy efforts remain reflective practice is developed review ility effective and relevant. evolving towards cycle of continued strategy The idea for how to continued improvement. The is concise sustain the new improvement. The plan is properly and strategy is developing plan is supported by data impartial, underdeveloped, supported by some pertaining to the resulting lacking a plausible data pertaining to the status of the in a outcome for long-term status of the organization, yielding reflection effectiveness. organization, but a complete of does not provide a perspective of the practice complete perspective. organization going that can forward. be refined to ensure sustainab ility efforts remain effective and relevant. A clear path for improve ment is evident in the plan based upon an analysis of the data, thereby resulting in a thorough analysis of the status and future direction of the organizat ion. 5. Conclusion, The conclusion lacks The conclusion is The conclusion is The Reflection on The the author’s analysis developing, but lacks sufficiently conclusio Value of the Course, of the content and the continuity of a developed and n is well- Plans to Advocate reflection of the value thoughtfully crafted articulates the develope for Sustainability of the course. The analysis. The author’s analysis of d, Efforts personal declaration personal declaration the content, as well as supporte for the future as an suggests the author a personal declaration d by organizational leader has not clearly for the future as an experienc is omitted from the defined his or her organizational leader. es from closing statement. expectations for the The author has clear the future as an expectations for course, organizational leader, becoming a leader and but has an emerging and understands the articulate understanding of the value of the topics s the role. discussed during the author’s course. analysis of the content, as well as a carefully crafted personal declarati on for the future as an organizat ional leader. It is evident the author is putting the values into practice. 6. Works Cited No/unacceptable Many Works Cited in Most Works Cited in All Page number/quality of current MLA format; current MLA format; Works Works Cited; outdated acceptable adequate Cited in or non-MLA number/quality of number/quality of current formatting applied Works Cited Works Cited MLA format; excellent number/q uality of Works Cited 7. MLA Format, Unacceptable Numerous Very few Excellent Citations, Writing formatting/Writing formatting/Writing formatting/Writing MLA Quality (Usage, Quality issues; Quality issues Quality issues formattin Spelling, significantly-detracted averaging about 3-5 averaging about 1-2 g, error- Punctuation, and from readability of the errors per page errors per page free Grammar) Term Paper Writing throughout entire Quality Term Paper througho ut h. Works Cited/MLA format – Your entire term paper should follow the MLA/SPGS format, and end with a Works Cited page that includes full citations for all sources quoted or referenced in your paper.  MAOL 585 Winds of Change Credit Hour: 3 Duration: 7 weeks Course Description: This course is designed to ascertain the impact of internal and external environmental issues (e.g., social, cultural, economic, ethical, legal, political, and financial) on opportunities and risks in global marketplace. After in-depth analysis, student-leaders will determine which dynamics provide a competitive advantage. Course Objectives:

After completing Winds of Change, students should be able to

 Identify changes in the external and internal environment that will impact your ability to meet current and future member or customer needs  Utilize data and analytical tools to determine what reasonable changes are needed to the organization’s model to promote sustainability and growth in the global market  Make recommendations for change based on your analysis and implement a strategic plan for adaptability to change that is assessed constantly  Identify strategies for leadership to adapt to change or a crisis that impacts the organization based on theory and case studies  Develop a culture that promotes adaptability, optimism, and encourages the development of new products, services, and methods of production based on reasonable risks  Influence others to share your vision of change, celebrate successes and learn from failures

MAOL 590 Strategic Leadership: Vision to Implementation Credit Hour: 3 Duration: 7 weeks Course Description: In this course, student-leaders will explore how successful leaders develop a vision for the future, align the organization behind that vision, and motivate people to achieve the vision. The design of effective organizations is dependent upon managing change to achieve superior performance. Students will develop plans for creating and sustaining a climate for corporate growth that adapts through strategic agility and resilience. Course Objectives: After completing Strategic Leadership: Vision to Implementation, students should be able to

 Develop a vision and create a strategic plan for the future that demonstrates: a. Understanding of internal and external factors and trends, and an ability to use strengths to realize opportunities, overcome weaknesses, and mitigate threats affecting a given organization and its mission b. Ethical practices and social responsibility (from Corporate Social Responsibility and Accountability and elements of preceding courses)  Use multiple communication channels in sharing a vision, disseminating a strategy, and engaging employees, customers, and stakeholders  Formulate a tactical change management plan supporting a stated strategy  Evaluate theories and methods of developing organizational agility and resilience in long-term strategic direction

MAOL Common Assessment Rubric 5.1

Measures MAOL Program Learning Outcome Five: Through a vision of shared values, develop strategic plans capable of creating and sustaining superior organizational and inter-organizational performance.

0 – 6.9 7.0 – 7.9 8.0 – 8.9 9.0 - 10.0

1. Introduction The student The student’s The student offers a The student offers an and thesis offers no synopsis of case brief synopsis of the accurate synopsis of statement synopsis of may be slightly case; thesis the case and presents case, or thesis inaccurate; thesis statement is slightly a clear and precise statement to statement is inconsistent with thesis statement to preview key somewhat vague key points addressed identify the main points of or unclear. in paper. ideas that will be analysis in elaborated on in the paper. paper.

2. Identification The student The student does The student does a The student does an and understands the a very basic job of very good job of excellent job of understanding importance of showing his/her showing his/her showing his/her of the the strategic understanding of understanding of the understanding of the importance of plan, its relation the importance of importance of the importance of the strategic to the the strategic plan, strategic plan, its strategic plan, its planning as a organization’s its relation to the relation to the relation to the complement vision, and the organization’s organization’s organization’s vision, to the leader’s importance of vision, and the vision, and the and the importance of vision for including social importance of importance of including social leading the responsibility including social including social responsibility and organization and ethical responsibility and responsibility and ethical practices as an into the next practices as an ethical practices ethical practices as integral part of the decade, and integral part of as an integral part an integral part of plan. The writer the inclusion the plan is of the plan. the plan. The writer provides strong of social inadequate. provides some arguments showing responsibility explanation on how how the and ethical the implementation implementation of practices into of the strategic plan the strategic plan will the plan will help lead the help lead the organization into the organization into the next decade. next decade.

3. Student’s plan The student’sThe student’s strategic plan The student’s The student’s describes the strategic plan fails to adequately strategic plan strategic plan does an process used fails to address two of the adequately excellent job in developing adequately required plan addresses the addressing the the plan, a address many of components. The required plan required plan concrete the required student exhibit’s a components. The components. The description of plan satisfactory student exhibit’s a student exhibit’s a the plan’s components and understanding of very good strong understanding impact on the show’s a lack of the concepts understanding of the of the concepts future of the understanding learned in the concepts learned in learned in the course organization, of the concepts course and uses the course and uses and uses those specific action learned in the those concepts in those concepts in the concepts in the steps to be course. the formulation of formulation of the formulation of the taken, the plan, but fails plan and includes all plan and includes all timeline of to include several required required components dates and key components components in the in the plan. The plan accountabilitie in the plan. plan. The written demonstrates a strong s for each response understanding of action, specific demonstrates course concepts and and adequate the ability to apply measurable understanding of those concepts metrics for course concepts and accurately in monitoring the ability to apply formulating the plan. the those concepts effectiveness accurately in of the plan, formulating the specific plan. initiatives that address the communicatio n of the plan and the resistance it will likely evoke, and the inclusion of social responsibility and ethical components 4. Plan includes The student The student The student The student is a follow-up does not include includes a follow- addresses the exemplary in assessment of a follow-up up assessment in follow-up developing a follow- its overall assessment of only a cursory assessment of the up assessment of the effectiveness the plan. manner effectiveness of the plan to measure the that will be plan and captures plan’s effectiveness administered “lessons learned” and captures “lessons sometime in addressing learned” for future the future. opportunities in the opportunities in the future. future.

5. Plan includes No personal Only a An adequate An exemplary student’s code of ethics is rudimentary personal code of personal code of personal code included. personal code of ethics is included. ethics is included and of ethics ethics is contains guidelines suggested. for how the student will apply it.

6. Citing The writer does The writer The writer The writer references supporting not reference references references specific specific concepts sources other sources to specific concepts concepts from at from at least three support analysis from at least one least two additional additional outside in response to outside sources to outside source to sources to support written support analysis. support analysis. analysis. The writer arguments. The citations The writer accurately documents contain several accurately all sources with inaccuracies. documents all citations in the MLA sources in the MLA format. format.

7. Writing style, Ideas are Ideas are Writing is clear and Writing is cohesive format, and completely somewhat coherent. and articulate. mechanics disorganized disorganized or Organization and Organization and and ineffectively sequencing of ideas sequencing of ideas ineffectively sequenced. are clear, logical, are clear, logical, and sequenced, to Several spelling, and effective. effective. Spelling, the point that punctuation, and Several spelling, punctuation, and the writer’s grammar errors punctuation, or grammar errors are meaning is are evident. grammar errors are rarely evident. Writer unclear. Many Writer follows evident. Writer follows all guidelines mechanical some aspects of follows most for MLA format. errors detract MLA format and guidelines for MLA attention from overlooks others. format. content. Writer neglects all aspects of MLA format.

MAOL 595 The Leadership Perspective Credit Hour: 3 Duration: 7 weeks Course Description: In this course, student-leaders will interact with a number of corporate and community leaders who will outline their philosophies of organizational growth and define the forces that drive a competitive environment. Guest speakers will offer strategy, predictions, and secrets to leadership success. Students will research each company and prepare questions for interactive interviews.

Course Objectives

After completing The Leadership Perspective, students should be able to:

 Demonstrate the ability to assess and plan a corporate strategy that aligns with your organization’s vision  Identify and utilize the resources necessary to sustain and grow the organization in a competitive environment  Create a corporate social responsibility culture that is integrated into the vision of the organization  Consistently review and critique the strategic plan to ensure that it aligns with the vision of the organization  Cultivate an environment that empowers employees to sustain and grow the organization in a highly competitive environment  Incorporate decision making policies that include ethical and social components to ensure the integrity of the organization  Create the outline leading to the design and implementation of the strategic plan

Assessment method to measure program performance: Case Study Using the interactive interviews and research done with each of the corporate and community leaders who outlined their philosophies for organization growth as a base, each student will develop his/her own leadership philosophy and identify opportunities for growth within the organization they currently work in, have worked in the past, or for a hypothetical company they would like to work for. Develop a six to eight page leadership plan that addresses the opportunity in a way that ensures improved organizational results, the sustainability of the business, its impact upon society, and its impact upon the physical environment.

Each plan should: 1. Include a thesis statement. 2. Describe areas where you agree or disagree with speakers and why. 3. Describe how you will incorporate your ethical and/or social responsibility philosophy into your leadership plan and how this plan will improve the organization’s current direction or operations. 4. Address the ethical and/or social responsibility actions that the student proposes. This plan should include: 1. Its objectives in addressing the opportunity for growth 2. A concrete description of what success will look like if the plan is effective 3. Definitions of the roles of leadership and other stakeholders in implementing the plan 4. The specific elements (i.e., action steps) of the plan 5. A timeline for each element of the plan 6. Specific, measurable metrics to monitor the effectiveness of the plan as it is implemented, and for the plan as a whole upon its completion 7. Specific initiatives addressing how you intend to communicating the new plan to your employee and customer bases and the resistance to change that it will likely evoke 5. The plan should also include a final follow-up assessment of its effectiveness, scheduled for some time following the completion of the implementation of the plan, which addresses not only the effectiveness of the plan in addressing the ethical and/or socially-responsible results of the implementation of the plan, but also its unintended consequences, positive and/or negative, and any “lessons learned” that the organization might benefit from when addressing similar ethical and/or social- responsibility opportunities in the future 6. Compare and analyze Guest Speaker comments with those found in academic sources 7. Finally, the plan should end with a statement of the student’s personal code of ethics – the statement, paragraph, or set of “bullets” (your choice as to how you present your personal code of ethics) that the student will utilize as his or her guidelines for ethical and socially-responsible behavior throughout his or her career in business.

MAOL 595 The Leadership Perspective Rubric for MAOL Outcome 6 Measures MAOL Program Learning Outcome 6: Design, implement, and assess the preliminary effectiveness of a leadership project.

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

1. Introduction The writer offers The writer’s Writer offers a The writer offers and thesis no synopsis of synopsis of case brief synopsis of an accurate statement case, or thesis may be slightly the case; thesis synopsis of the statement to inaccurate; thesis statement is case and presents preview key points statement is slightly a clear and precise of analysis in somewhat vague inconsistent with thesis statement to paper. or unclear. key points identify the main addressed in ideas that will be paper. elaborated on in the paper.

2. Identificatio The writer The writer The writer The listing of n, identifies few identifies a identifies a leadership skills understanding, leadership skills limited number number of and behaviors are and application and behaviors and leadership skills leadership skills comprehensive of guest does not discuss and behaviors and behaviors and thorough. The speakers’ how the skills and and does a very and provides writer thoroughly leadership skills behaviors will basic job of some explanation explains how the and behaviors impact the explaining how on how the skills skills and for leading an organization’s the skills and and behaviors behaviors that will effective and effectiveness. behaviors will will impact the impact the efficient impact the organizational organizational organization organizational effectiveness. effectiveness. effectiveness.

3. Student’s The written The written response The written The written plan includes an response demonstrates response response ethical and demonstrates little some demonstrates demonstrates socially or no understanding of adequate superior responsible understanding of course concepts understanding of understanding of application for course concepts and the ability to course concepts course concepts the organization that is well and the ability to apply those and the ability to and the ability to defined with apply those concepts apply those apply those measurable concepts accurately in concepts concepts results and accurately in formulating the accurately in accurately in provisions for formulating the plan. formulating the formulating the modification and plan. plan. plan. sustainability

4. Citing The writer does The writer The writer The writer supporting not reference other references references references specific sources sources to support specific concepts specific concepts concepts from at analysis in from at least one from at least two least three response to written outside sources additional outside additional outside arguments. to support source to support sources to support analysis. The analysis. The analysis. The citations contain writer accurately writer accurately several documents all documents all inaccuracies. sources in the sources with MLA format. citations in the MLA format.

5. Writing Ideas are Ideas are Writing is clear Writing is style, format, completely somewhat and coherent. cohesive and and mechanics disorganized and disorganized or Organization and articulate. ineffectively ineffectively sequencing of Organization and sequenced, to the sequenced. ideas are clear, sequencing of point that the Several spelling, logical, and ideas are clear, writer’s meaning is punctuation, and effective. Several logical, and unclear. Many grammar errors spelling, effective. Spelling, mechanical errors are evident. punctuation, or punctuation, and detract attention Writer follows grammar errors grammar errors from content. some aspects of are evident. are rarely evident. Writer neglects all MLA format and Writer follows Writer follows all aspects of MLA overlooks others. most guidelines guidelines for format. for MLA format. MLA format. MAOL 598 Leadership Seminar Credit Hour: 3 Duration: 7 weeks Course Description: In this course, students will design and implement a leadership project. Students will propose and implement a project that aligns with their area of interest. Projects will be approved by the instructor and should relate to the students’ present or future position. This course is designed to be the capstone course of the MAOL core/major.

Course Objectives:

 Demonstrate his or her ability to evaluate numerous options, and select the most appropriate topics for action learning projects that can be completed within a given timeframe  Formalize objectives for self-directed learning experiences that include tangible metrics that can be used to measure the student’s degree of success in achieving his or her objectives  Demonstrate her or his ability to select program designs and methodologies appropriate for achieving her or his action learning projects’ objectives  Conduct self-selected and self-directed action learning leadership development projects that achieve their stated objectives  Apply the critical thinking skills of reflection and introspection to the self- assessment of an organization’s effectiveness in becoming sustainable and socially- responsible  Reflect and report upon the value of this final seminar, and the entire MAOL program of studies, in influencing his or her skills and knowledge around organizational leadership and plans for applying that learning in their leadership of his or her current or a future organization  MASTER OF LIBERAL ARTS Statement of Purpose The Master of Liberal Arts Program is a dynamic learning experience that promotes the integration of social sciences, the natural sciences, philosophy, arts/humanities, management/leadership, and post-secondary teaching. Rather than a single course of study, the MLA program offers students a way to pursue life-long learning and action, enriching their lives, as well as the lives of others. The MLA learning environment promotes attention to empirical evidence, intuitive thinking, analysis, and synthesis in and across disciplines. Students gain skills of inquiry and critical thinking, while sharpening their written and oral language skills. Participants are encouraged to respectfully challenge differing views for the purposes of deepening understanding and clearly articulating their own philosophies and vision. The Master of Liberal Arts Program is a 36 credit hour degree program especially designed for adults who wish to combine their personal and professional interests and explore new ideas. The program offers a unique variety of courses that emphasizes the relationship of ideas and developments in:  Creative Arts (art, communication, film, literature, music, or theatre)

 History and Ideas (culture, history, philosophy, or religion)

 Natural and Social Sciences (health, political science, psychology, or sociology, or)

 Management and Leadership (management, leadership, human resources, international business, marketing, or healthcare administration)

 Education

 Online Teaching and Learning

All courses work to sharpen skills in communication, problem solving, analysis and synthesis-- skills essential to both personal and professional growth. Academic advising is available through the Academic Advising department to assist students in planning a program that meets individual needs and interests within the specifications of the program. Program Learning Outcomes The MLA program recognizes the uniqueness of each individual and honors that diversity by providing a multiplicity of creative and innovative learning experiences. While exploring the scope of courses that fulfill the purpose of the program, students will experience an educational culture that encourages them to consider differing possibilities and opposing views while developing their own strengths. All students completing the program are expected to be able to demonstrate:

Critical thinking skills as evidenced by • Ability to distinguish between opinion and reason • Self-reflection on a deeper level than mere observation • Questioning and evaluation of primary assumptions

Communication skills as evidenced by • Graduate-level writing • Advanced research skills • Effective presentation skills • Productive group work

Application skills as evidenced by • Acquisition of knowledge • Ability to connect ideas among multiple courses and disciplines • Creativity and originality

MASTER OF LIBERAL ARTS (MLA) Program Learning Outcomes and Common Assessment Assignments Program Learning Outcomes Common Assessment Course Assessment Method 1. Critical thinking HUM 5500 Interdisciplinary Critical Thinking Skills skills as evidenced by Liberal Arts Papers the ability to distinguish between HUM 5900 MLA Portfolio opinion and reason, Threads Critical Thinking through self- Paper reflection, questioning, and evaluation of primary assumptions. 2. Communication skills HUM 5900 MLA Portfolio Final Capstone Paper as evidenced by graduate level writing and effective presentation skills. 3. Application skills as HUM 5500 Interdisciplinary Critical Thinking Skills evidenced by Liberal Arts Papers acquisition of knowledge, advanced research skills, and HUM 5900 MLA Portfolio ability to connect Final Capstone Paper ideas among multiple HUM 5900 MLA Portfolio courses and Threads Critical Thinking disciplines. Paper

 HUM 5500 Interdisciplinary Liberal Arts (required) Credit Hour: 3 Duration: 7 Weeks Course Description: This course is designed as a common experience to incoming Master of Liberal Arts students. The course provides students with opportunities to share their life experiences and intellectual experiences with fellow students. The focus of the course is the examination of the liberal arts as acts of critical inquiry. Students become acquainted with classical ideas that lie behind much of the tradition of Western thought, as well as some modern approaches. Basics of reading, writing, and research are reviewed and students examine their daily world more deeply, in more detail, and in more complex ways. (This course must be taken during the first three terms of enrollment)

Course Objectives: After completing Interdisciplinary Liberal Arts, students should be able to:

 Write a confident, well organized academic essay that is reflective, analytic, and evaluative  Make a confident, well organized, and sufficiently documented oral presentation  Listen attentively to the opinions and ideas of teachers, authors, and leaders with an open but critical mind  Analyze these ideas with careful and coherent observations, judgments, and communications  Make careful analyses of academic ideas, papers, themes, positions, art forms, and the elements that contribute to their eminence  Synthesize materials, ideas, and themes

Supports Learning Outcome(s): 1, 3

Assessment method to measure program performance: Critical Thinking Research Papers

You will write two research papers, each no less than 1500 words in length (approximately 5 pages). The assignment in each of these papers will be to identify and elaborate on a theme that is common to the two assigned readings in that section of the course. You should supplement your analysis of this theme with at least one additional outside source. This additional source can be one that provides support to your original thesis or adds a different element to your analysis, even contradicts it. You will have a choice of three broad disciplinary areas during the course in which to complete your two research papers:  Creative Arts: "Truckstop" and "What Does a Conductor Do?"  History & Ideas: "Of Cannibals" and "Perpetual Peace"  Natural & Social Sciences: "The Uncertainty of Science" and The Selfish Gene, Chapter 1

HUM 5500 Critical Thinking Skills Research Paper Rubric

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0 1. The The paper has no The paper contains The paper contains a The paper contains a sis thesis statement. a suggested satisfactory clearly Statement The paper shows thesis thesis statement articulated thesis no support for the statement, but and is clearly statement. The thesis statement, or it is not identified. The paper effectively the support is clearly paper supports the irrelevant to the identified. adequately thesis statement. thesis statement. The paper supports the lacks quality thesis in supporting statement. the thesis statement.

2. Ap The paper fails to The paper slightly The paper The paper clearly plication demonstrate the demonstrates the satisfactorily distinguishes opinion of student’s ability to student’s ability to demonstrates the and reason. If opinion Knowledg apply knowledge to apply knowledge to student’s ability to is used, it is clearly e and a context outside a context outside apply knowledge to indicated as such by Skills the classroom. The the classroom. The a context outside the the student. paper does not paper demonstrates classroom. The Demonstrates critical demonstrate little careful paper demonstrates thinking and is well careful thinking thinking and is some critical organized. The paper and is not loosely organized. thinking and is evidences thinking organized. The The paper sufficiently that is fair and paper evidences evidences thinking organized. The unbiased. thinking that is that seems at times paper evidences unfair, biased, and unfair and biased. thinking that is narrow-minded. mostly fair and unbiased.

3. Foc The paper fails to The paper The paper The paper clearly us and demonstrate the somewhat sufficiently demonstrates the Content student’s ability to demonstrates the demonstrates the student’s ability to apply subject student’s ability to student’s ability to apply subject matter matter knowledge apply subject apply subject matter knowledge in support in support of a matter knowledge knowledge in of a position. position. in support of a support of a position. position. The paper The paper seems The paper demonstrates that the superficial and is The paper demonstrates that the student has acquired unable to demonstrates that student has acquired significant knowledge demonstrate that the student has adequate knowledge through this course the student acquired some through this course acquired knowledge through knowledge through this course this course

4. Syn The paper The paper The paper expresses The paper thesis and expresses expresses reasonable and valid consistently and Analysis unreasonable reasonable and interpretations of clearly expresses and/or invalid valid statements, logic, reasonable and valid interpretations of interpretations of data, facts, interpretations of statements, logic, statements, logic, questions, graphs, statements, logic, data, facts, data, facts, theories, assertions, data, facts, questions, questions, graphs, questions, graphs, descriptions, etc. graphs, theories, theories, assertions, theories, assertions, The paper assertions, descriptions, etc. or descriptions, etc. sufficiently descriptions, etc. The does not interpret The paper partially articulates paper clearly and information. The articulates information against fairly articulates other paper unfairly information against (not just for) his or points of view and articulates or does (not just for) his or her own position and their reasoning to not articulate her own position, appears to obviously understand information against but the understand these these other (not just for) his or representation is other viewpoints. viewpoints. her own position. unfair.

5. Ref The paper cites 1 The paper cites 2 The paper cites 4 The paper cites no erence to or no sources. or 3 sources and sources and credits less than 5 sources and credits the few most of the sources. and cites all sources Crediting sources. accurately (i.e. avoids the plagiarism). Authors or Sources

6. For The paper is The paper is The paper is The paper is between mat and significantly shorter or longer adequate for the 10 and 15 pages in Organizat shorter than than required. required length. length. ion required. The paper partially The paper typically The paper follows The paper does not follows MLA follows MLA MLA format, follow MLA format. format. including use of a format. header, a title, and The paper is The paper is works cited page. The paper lacks somewhat clear sufficiently clear and coherence and and coherent. coherent. The paper is clarity. The paper consistently clear and contains The paper is The paper is logical, coherent. paragraphs generally logical, but occasionally irrelevant to the but frequently wanders from the The paper is written topic. The paper wanders from the topic. Paragraphs in an extremely contains frequent topic. The paper are well written and logical, compelling errors in spelling, contains a typically contain 2 or order and paragraphs punctuation, and moderate number more sentences. The are consistently well grammar. of errors in paper contains few written and contain 2 spelling, but limited errors in or more sentences. punctuation, and spelling, The paper uses correct grammar. punctuation, and spelling, punctuation, grammar. and grammar.

HUM 5900 MLA Portfolio (required) Credit Hour: 3 Duration: 7 Weeks Course Description:

Students enroll in HUM 5900 during their last semester in the MLA program. The portfolio is a learning resume, documenting each student’s personal growth and professional development. Each portfolio presentation must contain a thesis statement, whereby the student shows the interconnections he or she has explored throughout the program. Students must successfully defend their portfolios prior to graduation.

PORTFOLIO GOALS After completing MLA Portfolio course, students should be able to:

 Demonstrate the 3 program outcomes

o Critical thinking skills as evidenced by: . Ability to distinguish between opinion and reason . Self-reflection on a deeper level than mere observation . Questioning and evaluation of primary assumptions

o Communication skills as evidenced by: . Graduate level writing . Advanced research skills . Effective presentation skills . Productive group work o Application skills as evidenced by: . Acquisition of knowledge . Ability to connect ideas among multiple courses and disciplines . Creativity and originality  Demonstrate student learning

o Interdisciplinary threading of themes o Integration of knowledge o Written and oral presentation skills o Academic growth through chronological organization and revision process  Provide a working document for multiple uses o Formative assessment of understanding throughout program o Summative evaluation for student, program, and university accountability o Resume portfolio o Academic growth through chronological organization and revision process Supports Learning Outcome(s): 1, 2, and 3

Assessment method to measure program performance: Final Capstone Paper The final capstone paper is your opportunity to tie together everything you learned in the MLA program. The final paper should begin with a thesis statement that effectively summarizes what you  learned and should articulate the three threads you have explored, examine patterns and themes as they emerged and connect them to your threads. This final capstone paper will be 10-15 pages in length and contain a minimum of 8 peer review sources. Your paper should align with the HUM 5900 Capstone Portfolio Research Paper Rubric (PLO #3). You will also complete the final survey posted in Moodle. Both assignments are due at the end of Week 13.

HUM 5900 Final Capstone Paper Rubric

CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

1. The The paper has no The paper contains The paper contains a The paper contains a sis thesis statement. a suggested thesis satisfactory thesis clearly articulated Statement The paper shows statement, but it is statement and is thesis statement. The no support for the not clearly clearly identified. paper effectively thesis statement, or identified. The The paper supports the thesis the support is paper lacks quality adequately supports statement. The thesis irrelevant to the in supporting the the thesis statement. statement is in the thesis statement. thesis statement. The thesis statement introduction. is in the introduction.

2. Ap The paper fails to The paper slightly The paper The paper clearly plication/ demonstrate the demonstrates the satisfactorily distinguishes opinion Integratio student’s ability to student’s ability to demonstrates the and reason. If opinion n of apply knowledge to apply knowledge student’s ability to is used, it is clearly Knowledg a context outside to a context outside apply knowledge to indicated as such by e and the classroom. The the classroom. The a context outside the the student. Skills paper does not paper demonstrates classroom. The Demonstrates critical demonstrate careful little careful paper demonstrates thinking and is well thinking and is not thinking and is some critical organized. The paper organized. The loosely organized. thinking and is evidences thinking that paper evidences The paper sufficiently is fair and unbiased. thinking that is evidences thinking organized. The unfair, biased, and that seems at times paper evidences narrow-minded. unfair and biased. thinking that is mostly fair and unbiased.

3. Foc The paper fails to The paper The paper The paper clearly us and demonstrate the somewhat sufficiently demonstrates the Content student’s ability to demonstrates the demonstrates the student’s ability to apply subject student’s ability to student’s ability to apply subject matter matter knowledge apply subject apply subject matter knowledge in support in support of a matter knowledge knowledge in of a position. position. in support of a support of a The paper The paper seems position. position. demonstrates that the superficial and is The paper The paper student has acquired unable to demonstrates that demonstrates that significant knowledge demonstrate that the student has the student has through this course. the student acquired some acquired adequate The paper is acquired knowledge through knowledge through conceptually knowledge through this course. this course organized, thoroughly this course explained, and ideas are synthesized.

4. Syn The paper The paper partially The paper expresses The paper consistently thesis and expresses expresses reasonable and valid and clearly expresses Analysis unreasonable reasonable and interpretations of reasonable and valid and/or invalid valid statements, logic, interpretations of interpretations of interpretations of data, facts, statements, logic, data, statements, logic, statements, logic, questions, graphs, facts, questions, data, facts, data, facts, theories, assertions, graphs, theories, questions, graphs, questions, graphs, descriptions, etc. assertions, theories, assertions, theories, assertions, The paper descriptions, etc. The descriptions, etc. or descriptions, etc. sufficiently paper clearly and fairly does not interpret The paper partially articulates articulates other points information. The articulates information against of view and their paper unfairly information against (not just for) his or reasoning to obviously articulates or does (not just for) his or her own position and understand these other not articulate her own position, appears to viewpoints. information against but the understand these (not just for) his or representation is other viewpoints her own position. unfair.

5. For The paper does not The paper partially The paper typically The paper follows mat and follow MLA follows MLA follows MLA MLA format, Organizat format. The paper format. The paper format. The paper is including use of a ion lacks a sense of may have a adequately header, a title, and direction or reasonable "flow", organized and works cited page. coherence and but reader may be developed, generally Sequence is clear and ideas are illogically confused about the supporting ideas effective. Paragraphs sequenced. There direction of the with reasons and support the thesis in a may be no paper due to poor examples. The logical manner and introduction or it sequencing. introduction is fairly each paragraph may be focused and the contains a topic unsatisfactory. conclusion provides sentence and There is no a good summary of supporting information conclusion or the the paper and the that ties logically to conclusion does not position(s) taken. the topic of the adequately The summary does sentence. The summarize the not introduce new introduction is focused paper and the material. and very effectively position taken. The introduces the paper paper is and explains the significantly importance of the issue shorter than so that the reader required. understands its significance. The conclusion provides an excellent summary of the paper and the position(s) taken related to the thesis and does not introduce new material.

6. Ref Less than two Two to four Five to seven Eight or more relevant erence to sources were cited sources were cited relevant and peer and peer reviewed and and/or the sources that had some reviewed sources sources were cited Crediting cited lacked connection with were cited appropriately in the the relevance to the the positions appropriately in the Works Cited and Authors positions taken by provided by the Works Cited. additional or the writer. There writer. Citations Additional parenthetical notations Sources were many and notations parenthetical and quotes were mistakes in included some notations and quotes executed correctly and citations and errors. were executed appropriately in MLA notations. appropriately and format. with few errors in MLA format.

7. De The paper is The paper contains The paper contains The paper contains a monstrate marred by a moderate number some errors in very limited number of s Effective numerous errors in of errors in spelling, errors in spelling, Grammar grammar, usage, spelling, punctuation, and punctuation, and , and mechanics that punctuation, and grammar. grammar. Writing is Mechanic frequently interfere grammar but The paper employs smooth, sentence s, Writing with meaning. The generally some sophisticated structures are varied, Skills/ paper is simplistic demonstrates language and a and connectives are Style in its language and control of professional/academ clear and appropriate. does not grammar, usage, ic tone is sufficiently Vocabulary usage is approximate an and mechanics. maintained. effective and academic or The paper appropriate, specific, professional style. infrequently and accurate for employs conveying the purpose sophisticated of the paper. A language and does professional/academic not approximate an tone is consistently academic or maintained professional style. throughout.

Assessment method to measure program performance: Threads Critical Thinking Skills Paper From your selected artifacts you will now identify the connections between them. Through your selected threads you will be able to cohesively weave multiple disciplines together. Your chosen threads should demonstrate how you grew in the areas of critical thinking, creativity, collaboration, resourcefulness, and strengthened your written and verbal communication skills. Through this assignment you will identify the connections between the course, the materials, your experience, and the artifact. The threads final paper will be 10-15 pages in length and must align with the HUM 5900-Portfolio Research Paper Critical Thinking Skills Rubric. Please note: Your evaluators will use this assignment to ask you questions at your portfolio defense. Failure to meet this requirement will delay your portfolio presentation and defense. This assignment is due at the end of Week 9.

HUM 5900 Threads Critical Thinking Paper Rubric

Unsatisfactory Basic Proficient Distinguished Score CRITERIA 0 – 6.9 7.0 – 7.9 8.0 – 9.0 9.1 - 10.0

Thesis The paper has no The paper contains The paper contains a The paper contains a Statement thesis statement. a suggested satisfactory clearly The paper shows thesis thesis articulated thesis no support for statement, but statement, statement. The the thesis it is not which is paper effectively statement, or the clearly clearly supports the support is identified. identified. The thesis statement. irrelevant to the The paper paper thesis statement. lacks quality adequately in supporting supports the the thesis thesis statement. statement.

Application of The paper fails to The paper slightly The paper The paper clearly Knowledge demonstrate the demonstrates the satisfactorily distinguishes opinion and Skills student’s ability student’s ability to demonstrates the and reason. If to apply apply knowledge student’s ability to opinion is used, it is knowledge to a to a context outside apply knowledge to clearly indicated as context outside the classroom. The a context outside the such by the student. the classroom. paper demonstrates classroom. The Demonstrates critical The paper does little careful paper demonstrates thinking and is well not demonstrate thinking and is some critical organized. The paper careful thinking loosely organized. thinking and is evidences thinking and is not The paper sufficiently that is fair and organized. The evidences thinking organized. The unbiased. paper evidences that seems at times paper evidences thinking that is unfair and biased. thinking that is unfair, biased, mostly fair and and narrow- unbiased. minded.

Focus and The paper fails to The paper The paper The paper clearly Content demonstrate the somewhat sufficiently demonstrates the student’s ability demonstrates the demonstrates the student’s ability to to apply subject student’s ability to student’s ability to apply subject matter matter apply subject apply subject matter knowledge in support knowledge in matter knowledge knowledge in of a position. support of a in support of a support of a position. position. position. The paper demonstrates that the The paper seems The paper The paper student has acquired superficial and is demonstrates that demonstrates that significant knowledge unable to the student has the student has through this course demonstrate that acquired some acquired adequate the student knowledge through knowledge through acquired this course this course knowledge through this course

Synthesis and The paper The paper partially The paper expresses The paper Analysis expresses expresses reasonable and valid consistently and unreasonable reasonable and interpretations of clearly expresses and/or invalid valid statements, logic, reasonable and valid interpretations of interpretations of data, facts, interpretations of statements, logic, statements, logic, questions, graphs, statements, logic, data, facts, data, facts, theories, assertions, data, facts, questions, questions, questions, graphs, descriptions, etc. graphs, theories, graphs, theories, theories, assertions, The paper assertions, assertions, descriptions, etc. sufficiently descriptions, etc. The descriptions, etc. The paper partially articulates paper clearly and or does not articulates information against fairly articulates other interpret information against (not just for) his or points of view and information. The (not just for) his or her own position and their reasoning to paper unfairly her own position, appears to obviously understand articulates or but the understand these these other does not representation is other viewpoints. viewpoints. articulate unfair. information against (not just for) his or her own position.

Format and The paper is The paper is The paper is The paper is between Organization significantly shorter or longer adequate for the 10 and 15 pages in shorter than than required. required length. length. required. The paper partially The paper typically The paper follows The paper does follows MLA follows MLA MLA format, not follow MLA format. format. including use of a format. header, a title, and The paper is The paper is works cited page. The paper lacks somewhat clear sufficiently clear and coherence and and coherent. coherent. The paper is clarity. The paper consistently clear and contains The paper is The paper is logical, coherent. paragraphs generally logical, but occasionally irrelevant to the but frequently wanders from the The paper is written topic. The paper wanders from the topic. Paragraphs in an extremely contains frequent topic. The paper are well written and logical, compelling errors in spelling, contains a typically contain 2 order and paragraphs punctuation, and moderate number or more sentences. are consistently well grammar. of errors in The paper contains written and contain 2 spelling, few but limited or more sentences. punctuation, and errors in spelling, The paper uses grammar. punctuation, and correct spelling, grammar. punctuation, and grammar.

XXX 5998 Special Topics Credit Hour: 1-4 hrs. Duration: No less than 7 Weeks Course Description:

These are specialized courses designed to examine topics within a discipline or area of study not otherwise addressed by an established course at Baker, selected according to faculty interests and student needs. Prerequisite: varies by course. This course can be repeated for credit as long as the student does not repeat the course featuring the same topic.

XXX 5999 Independent Study Credit Hour: 1-4 hrs. Duration: No less than 7 Weeks Course Description:

Independent study provides an opportunity for the competent or highly motivated student to pursue a course of study in an advanced topic or in an area that is not represented by an established course at Baker (more details provided in the Master of Liberal Arts section of this catalog).

ANR 5032 Evolution, Apes, and Angels Credit Hour: 3 Duration: 7 Weeks Course Description:

Students survey biological anthropology. Topics include evolutionary theory and principles, the human and nonhuman primate fossil record, nonhuman primate behavior, population and Mendelian genetics, and human diversity and variation. Students examine the relationship between humans, primates, and other animals, and unique human features.

Course Objectives: After completing this course, students should be able to:

 explore the history of the development of the theory of human evolution.

 develop some appreciation for the difference between science and religion and their respective disciplines.

 understand the meaning of such terms as scripture, revelation, inspiration as they relate to religion; and the terms law, hypothesis and theory as they relate to science.

 permit each student to explore and refine her/his own views on such issues as evolution, creationism and intelligent design. 

ART/ FLM 5003 Cinematic Sagebrush Credit Hour: 3 Duration: 7 Weeks Course Description:

The exploration of the classic Western film and later “hoss-operas” provides students with an overview of this American genre in relation to our national identity. Topics include: early popularity of these films and later loss of appeal, perception of gender roles, and attitudes toward others. (Cross- listed as FLM 5003.)

 be able to relate film choices and viewing to personal life and values

 place a given film in a social and historical context and connect that understanding to other disciplines

 apply techniques, concepts, knowledge and skills taken from the class to external environments such as work or home

 distinguish between personal assertions of taste or preference and conclusions based on research gleaned from multiple sources

 express personal beliefs, ideas and critical responses to the films in a clear, organized and coherent manner

ART/FLM 5011 The Art of Film Credit Hour: 3 Duration: 7 Weeks Course Description:

This course will focus on the motion picture as a form of communication quite apart from other art forms such as theater, literature, music, dance, or photography. We will analyze the ways in which a film can convey emotion, ideas, and fantasy by the techniques it uses in a unique way. We will discover how films divert us while purveying a subtle or not-so-subtle picture of our society. We will also probe the technical aspects of filmmaking, becoming aware of each component of a film’s construction and how these components contribute to the overall effectiveness of the film. (Cross-listed as FLM 5011.)

Course Objectives: After completing this course, students should be able to:  become an active viewer of cinema, developing one’s own informed perspective through personal engagement with films using analytical tools and techniques.  understand the way that content, form, and contexts work together to create meaning in film.  be able to critically explore how film is a dynamic, multi-faceted medium, and how a work is created and received from a cultural, ideological and theoretical perspective.  understand the myriad of creative and technical choices that constructs a work, and how ultimately each individually impacts a finished film.  identify and effectively communicate key concepts, models and tools in film criticism

ART/ FLM 5012 Cinematic Reflection of Society Credit Hour: 3 Duration: 7 Weeks Course Description:

This course explores the connections between our lives and entertainment, and the extent to which American films may influence lives by mirroring or perverting images. Students also explore the ways American fads, problems, humor, and conflicts have been reflected on screen. (Cross- listed as FLM 5012.)

Course Objectives: See course syllabus archives

ART/ MUS/MSC 5026 Gotta Sing, Gotta Dance: American Film Musicals Credit Hour: 3 Duration: 7 Weeks Course Description:

Students study musical films throughout history and analyze how films comment upon the eras. Students will also explore the history of the musical genre as it reached its peak of appeal and the subsequent decline in popularity. (Cross-listed as MUS/MSC 5026.)

ART/FLM/THR 5046 Social Issues in Theatre and Film Credit Hour: 3 Duration: 7 Weeks Course Description:

This course explores a variety of social issues (including gender, race, the environment, sexual orientation, war, and politics) by examining the way in which these issues are reflected in plays and films. Students investigate the chosen works as both artistic achievements and social commentaries. (Cross-listed as FLM 5046 and THR 5046.)

 assess how social values inspire an author’s point of view.

 analyze how entertainment on stage and screen influences or even changes the public’s point of view.

 examine how character development and setting illuminate social issues.

 examine how music and sound design not only enhance storytelling but subtly convey social issues.

 analyze how drama on stage and screen mirrors real life and its social consequences.

ART/MUS 5060 Music and the Movies Credit Hour: 3 Duration: 7 Weeks Course Description:

The purpose of this course is to obtain an increased awareness of the many functions of film music and to learn about its prominent role in the cinema. Students survey film music from its silent film-era origins to the present, including prominent film composers as well as some of the lesser-known ones. (Cross-listed as MUS 5060.)

 Think critically about the arts

 Gain an appreciation for film music

 Garner an understanding of the different types of film music  Document your thoughts regarding the film music you hear

 Create a movie of your own.

ART/THR 5038 Film, Theatre, and the American Dream Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines the aspects of American mythology which have been termed “The American Dream.” Students explore the ways in which the dream has been defined, as well as how it has been examined, promulgated, and criticized by playwrights and filmmakers. (Cross-listed as ART 5038 and THR 5038.)

 Through dramatic art, students assess the definition of the "American Dream" as it applies to family life.

 Through dramatic art, students assess the definition of the "American Dream" as it applies to the business world.

 Through dramatic art, students assess the definition of the "American Dream" as it applies to our democracy.

 Students examine how theatre and film professionals (writers, designers, directors, advertisers, etc.) employ the "American Dream" to illuminate real life in art.

ART/LIT 5104 The Graphic Novel: Sequential Literature of the 20th Century Credit Hour: 3 Duration: 7 Weeks Course Description:

As unique literary forms, graphic novels, comic books, and sequential art reveal and reflect critical perspectives on historic and contemporary culture. Students explore the literary and cultural theory of these forms, focusing on how graphic novels inform and are informed by popular culture. (Cross-listed as ART 5104.) Course Objectives: After completing this course, students should be able to:

• To understand major themes, historical perspectives, and personal issues in the selected works.

• To appreciate the role of the graphic novel in literature and art.

• To appreciate the form, style, and artistic conventions of the artists and writers of the genre.

• To be able to think, speak, and write creatively and analytically about ideas and themes expressed in the works.

ART/ CUL/ FLM 5125 World Cinema Credit Hour: 3 Duration: 7 weeks Course Description:

This course analyzes film alongside themes of race, gender, sexuality, and class. The goal of the course is to look at classical Hollywood films contrasted with independent films. (Cross-listed as CUL 5125 and FLM 5125.)

 examine how film language creates an interaction between filmmaker and spectator;

 analyze how categories of race, class, gender, sexuality, and other factors have been ideologically constructed through avenues such as commercial film;

 develop a vocabulary for how film creates a “politics of the gaze”—that is, focusing on the issues of whose view or story is authorized or not, and on what grounds;

 examine how all of the aforementioned factors work together in narrative, foreign, independent, and popular film;

 employ theoretical approaches in film criticism.

ART/GNS 5261 Women and Creativity Credit Hour: 3 Duration: 7 weeks Course Description:

Students examine women’s perspectives on the creative process and product. The course content reveals how psychology, culture, race, and class affect women’s creativity. The lives, personalities, and works of selected creative women are studied to gain insight, and students consider their own creative potential. (Cross-listed as GNS 5261.)

• express a basic knowledge of the historical background of women's lives and the role of culture in organizing, containing or furthering women's knowledge, experiences, voices and achievements;

• identify concepts of class, race, age, and gender as constructions by societies and interrelated throughout women's lives;

• use analytical skills in reading, listening, observing, writing, and speaking about women's issues (like feminism) in order to demonstrate an enhanced understanding of your own views—as well as those of others;

• recognize the work of modern women writers, artists, musicians, and filmmakers

• identify the narrative structure of films by women filmmakers and compare that with the traditional film structure

• understand the concepts of feminist film criticism, including the Gaze

• express a basic knowledge of feminist revisioning of myths and the voicing of the feminine

• recognize the ways in which feminine arts and crafts are related to the physicality of the feminine form

• access your own personal creative potential through participation in class exercises and the presentation of a creative piece of work.

ART 5300 The Arts and Christianity Credit Hour: 3 Duration: 7 weeks Course Description: Students in this class examine the role the arts play in the Christian tradition. Art forms discussed in the course include the visual arts, church architecture, sacred drama, sacred dance, literature, poetry, and film, through play readings, poetry readings, visits to local museums and churches, and learning to “read” church architecture. (Cross-listed as REL 5300.)

• Analyze the development of Christian imagery over nearly two millennia of western culture.

• Better understand the continuity and diversity of regional, ethnic cultural origins of Christian signs, symbols, and artworks.

• Observe evidence of the influence and esthetic of a variety of religious communities of peoples (early Christian, Roman Catholic, Orthodox, and Protestant) who have adopted and interpreted the figures, rituals, and credos of Christianity.

• Decipher the visual language of images and objects created in service to, and in tandem with, Christian identity.

• Reflect upon the riches of the Christian visual arts tradition and deepen his or her knowledge of the faith and images that have shaped western civilization.

• Be aware of certain and various motifs, themes and symbols that remain constant (though continually nuanced) in the Christian imagination.

BIO/HTH 5060 Natural Health and Wellness Credit Hour: 3 Duration: 7 weeks Course Description:

Students will explore the influences of Eastern, Native American, and Western medicine in the field of holistic medicine. After surveying foundational studies in physical, emotional, and bio-chemical disciplines, students will explore techniques and modalities used by practitioners including kinesiology, aromatherapy, acupuncture, massage, reflexology, and homeopathy. Students will explore the relationship between physical symptoms and emotions and their influence on illness. (Cross-listed as HTH 5060.)

• Discuss the foundations of holistics health • Explain the emerging modalities available in holistic health

• Summarize the human energy system

• Utilize a systematic model to conceptualize holistic health

BIO/HTH 5350 Nutrition for Health and Wellness Credit Hour: 3 Duration: 7 weeks Course Description:

This course addresses the varied nutrition guidelines and lifestyle factors related to our current American diet and its associated health risks. Topics include physical fitness, body composition, nutrition, weight control, basic nutrition supplementation, and the relationship of food, its nutrients, and other components to the promotion of health and wellness. (Cross-listed as HTH 5350.)

• Understand the concept of wellness, evaluate specific areas of wellness in their lives, and explain the benefits of maintaining a high level of personal wellness.

• Recognize the basic concepts of fitness, including differentiating between health- related and skill-related components and the relationship between the components and overall health and wellness.

• Develop a sound educational foundation for nutrition and wellness and demonstrate the ability to make appropriate health, wellness and nutritional decisions.

• Evaluate personal nutrition and physical health behaviors and identify lifestyle changes that will enhance nutritional and/or physical health.

• Display an understanding of the role of nutrition and physical fitness for the maintenance of good health and personal wellness.

• Demonstrate the ability to evaluate and appreciate evidence-based information as it relates to the development of health and wellness behaviors.

• Apply principles learned to develop a scientifically sound individualized program of exercise that will improve and/or maintain the health-related components of fitness: cardiovascular endurance, body composition, muscular strength and endurance, and flexibility. COM/ SOC 5058 Counseling for the Non-Counselor Credit Hour: 3 Duration: 7 weeks Course Description:

This course is designed to teach communication and helping skills to adults who need such skills in their work and professional settings, but who are not, and do not intend to be, professional counselors. Students practice counseling skills in the classroom and receive feedback from peers and professionals. Special topics include crisis intervention and referrals to professional therapists. (Cross-listed as SOC 5058.)

 listen and respond to student complaints and actions in a productive, effective way;

 utilize strategies to improve listening skills and increase student problem solving skills;

 research collaborative problem solving and goal setting strategies to use with students or children

COM/MGE 5117 Group and Team Leadership Credit Hour: 3 Duration: 7 weeks

Course Description:

This course is designed to provide students with an understanding of group and team communication theories and practices as they apply to organizational leadership. The course will integrate theory with practical application as well as introduce students to the views of guest speakers from multiple disciplines when appropriate. The course will consist of a combination of facilitative lecture, student-conducted presentations and discussions, guest presentations and discussions, exercises, and cases. (Cross-listed as MGE 5116.)

 COM/SOC 5131 Television Sitcoms Credit Hour: 3 Duration: 7 weeks Course Description:

This class examines the development and evolution of television sitcoms from their beginnings in radio up to the present. Also analyzed are the dramatic structure and content of sitcoms, as well as how programming has shaped and reinforced values in society. (Cross-listed as SOC 5131.)

• Articulate the impact of the sitcom on the lives of individuals and the formation of social attitudes

• Analyze and evaluate a range of sitcoms, their distinctive formats and conventions, including their production values

• Consider the implications of media representations of individuals, groups, events and issues

• Explore the relationship between the production of sitcom texts and their consumption by audiences

• Recognize that characters mean more than plot, classify stock characters and identify them within specific sitcoms

COM/SOC 6454 Television and Society Credit Hour: 3 Duration: 7 weeks Course Description:

Students examine how and why the television industry works. Topics include the structure of the television and cable industries, their history and operations, the impact of technological diversity, the advertising base and its manifestations in programming, the four theories of the press and how they relate to television news and information, criticism, censorship, government regulation, and prospects for the future. (Cross-listed as SOC 6454.)

Course Objectives: See course syllabus archives 

CRJ/SOC 5117 Teenage Wasteland Credit Hour: 3 Duration: 7 weeks Course Description:

Students examine how gangs, current social values, juvenile laws, drugs, and family involvement affect teenagers in our society. Students analyze answers to the growing juvenile delinquency problem facing today’s society. (Cross-listed as SOC 5117.)

CRJ/SOC 5137 Images of Crime and the Criminal Credit Hour: 3 Duration: 7 weeks Course Description:

Students explore the sinister role of the modem-day serial murderer in our society and examine behavioral patterns and societal influences present in serial murderers. Investigation, detection, and apprehension techniques are covered, as are local and national cases. (Cross-listed as SOC 5137.)

 understand the violent serial offender in American society.  Explain the primary purposes and objectives of the American legal system and of criminal law specifically.  Distinguish state and federal courts, and state and federal laws.  Identify the primary elements of criminal procedure.  Explain and apply the burdens of proof in the criminal process.  Identify civil liberties relevant to criminal law and analyze their effect.  Describe and analyze common defenses to criminal charges, including insanity defenses.  Explain and use criminal profiling techniques and distinguish from other types of profiling.  Describe and evaluate biological sociological, psychological, and other theories on why someone becomes a violent serial offender, including “nature versus nurture” theories.  Distinguish types of serial killers, types of crime scenes, common phrases, and typical triggers; and evaluate the implications of this data.  Apply critical and analytical thinking and inductive and deductive reasoning to specific crimes and criminals.

CUL/FLM/LIT 5047 Zombies in Film, Literature, and Culture Credit Hour: 3 Duration: 7 weeks Course Description:

Students in this course develop their skills in critical analysis of cinematic and literary techniques through the study of zombie films and fiction, beginning with zombies’ Haitian Voodoo roots and tracking the culture’s continual growth, particularly since the attacks on the Twin Towers. The filmography for the course includes movies from New Zealand, Britain, Italy, and Spain, exposing the international influence of zombie films over the past fifty years. (Cross-listed as FLM 5047 and LIT 5047.)

CUL 5202 Monarchies of the World Credit Hour: 3 Duration: 7 weeks Course Description:

Students explore the history, culture, and politics of various monarchies around the world, studying the impact of the royal families on their respective countries and the world at large, examining the personal and political turmoil surrounding the families, and discerning the political, religious, and military roles of world monarchies.

• Understand the tradition and constancy of the royal families of the world.

• Understand why the monarchy is the pinnacle of the class system.

• Understand the intricacies of historical and contemporary tensions between public and personal life within the monarchies.

• Examine personal relationships and their intersection or conflict with national and/or international policies and procedures.

• Research various familial roles throughout history. 

CUL/SOC 5227 Popular Culture Credit Hour: 3 Duration: 7 weeks Course Description:

This course provides an interdisciplinary look at critical issues and approaches in the study of popular culture. Students examine the relationship between mass culture and society as it is reflected in television, film, advertising, cyberculture, fiction, non-fiction, music, and other mass media of late 20th-century Western society. (Cross-listed as SOC 5227.)

• understand how specific works of popular culture make their meanings

• understand how explicit meanings differ from implied ones

• analyze how texts consciously and subconsciously shape those who hear, see, or touch them

• recognize different groups of popular culture consumers, or users, and how they make similar or different sense of the same texts

• assess have popular culture dimensions have changed over time

• analyze current popular culture and how it differs from that of the previous century

EDU/SOC 5001 Children and Youth in Crisis Credit Hour: 3 Duration: 7 weeks Course Description:

Students examine the issues that place adolescents at risk for both academic and social failure. Although the course discusses the reasons why increasing numbers of today’s youth are in crisis, the emphasis is on learning strategies to interact with adolescents. Techniques for dealing with children and adolescent who display aggressive and angry behavior are shared. The development of a crisis intervention plan is a primary focus of the course. (Cross-listed as SOC 6703.)

Course Objectives: After completing this course, students should be able to:  identify at-risk indicators and phenomena  provide an array of assessments to determine at-risk characteristics in youth  identify specific strategies that assist at-risk youth with success in the classroom  research and analyze current supports and strategies in his or her school or community that work directly with at-risk youth.  synthesize class information into activities in the classroom, school, or community that will reduce the characteristics of at-risk youth.

EDU 5031 Enhancing Meaningful Learning Credit Hour: 3 Duration: 7 weeks Course Description:

This course is designed to challenge students to reflect on current strategies, innovations, and philosophies that are impacting education and the classroom today. Participants create learning activities to enhance classroom learning.

EDU 5033 School Improvement in the 21st Century Credit Hour: 3 Duration: 7 weeks Course Description:

Candidates research current school improvement efforts on policy, curriculum, and instruction and examine relevant educational trends’ influence on student achievement. Candidates turn research into action by choosing, adapting, and implementing ways to help students become active partners in their learning. Candidates recognize their own abilities to think critically and find ways to promote their students’ lifelong critical thinking skills.

EDU 5049 Inclusion: Special Students with Exceptionalities Credit Hour: 3 Duration: 7 weeks

 Course Description:

Candidates examine current legislation and litigation of special education services, including least restrictive environment and due process procedures. Candidates identify the essential characteristics of inclusive education and apply theory to practice by examining educational plans and finding ways to modify instruction for students with exceptionalities.

EDU 5312 The Connected Educator Credit Hour: 3 Duration: 7 Weeks Course Description:

Candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Candidates use social media and personal learning networks to create, promote, and sustain a dynamic, digital-age learning culture. Candidates use digital tools and resources to enhance their personal productivity, organizations, and professional practice and model lifelong learning.

EDU 5313 Enhancing Instruction with Technology Credit Hour: 3 Duration: 7 Weeks Course Description: This course teaches computer applications that enrich classroom experiences. Students learn to design newsletters and brochures, including graphics and clipart, and they develop a slideshow using Microsoft PowerPoint. Techniques for creating graphs, inventories, and grade books are presented. Previous computer experience is necessary.

EDU 5322 Issues and Ethics with Technology Integration Credit Hour: 3 Duration: 7 Weeks Course Description:

Candidates increase their awareness of national standards, copyright laws, and district policies governing technology and show understanding of the meaning of digital citizenship and the effect on today’s students. Candidates address ethical behavior and etiquette in the integration of technology in their classrooms and show an understanding of safe, legal, and responsible technological social interactions. Candidates use digital tools to create educational activities through technology for a diverse student population and to promote student learning, higher- order thinking skills, and communication and collaboration with the larger digital society.

EDU 5506 Classroom Management and Student Engagement Credit Hour: 3 Duration: 7 Weeks Course Description:

Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem-solving skills. This course is designed for K-12 Teachers.

Course Objectives: See course syllabus archives FLM 5039/THR Film and Theatre of the Jewish Holocaust Credit Hour: 3 Duration: 7 Weeks

Students examine the history of the Jewish Holocaust through plays and films of the period. Topics include the methods incorporated by playwrights and filmmakers to give artistic treatment to the subject matter, as well as the issues and themes they address. (Cross-listed as THR 5039.)

• assess how dramatic storytelling teaches a new generation about the depths of human brutality and the feats of human heroism associated with the Jewish Holocaust. • assess world response to the atrocities of the Jewish Holocaust as depicted in contemporary drama. • assess how aspects of visual and sound design, inspired by scenes from the Holocaust, create emotional terror on stage and screen. • analyze philosophic themes portrayed through Holocaust drama and assess the relevancy of these lessons today.

FLM 6211 Shakespeare and the Human Experience Credit Hour: 3 Duration: 7 Weeks Course Description: Students view cinematic renditions of Shakespeare’s greatest plays to develop a broader and deeper appreciation of the great playwright’s achievements and his profound vision of the human condition. Course Objectives: After completing this course, students should be able to:

• Have an overview of the life of Shakespeare. • Recognize Shakespeare’s place in the intellectual and political background of sixteenth- century England.

• Understand the dramatic conventions of London theatres and stage companies.

• Appreciate the unique celebration of human experience called “reading a Shakespearean play.”

• Be exposed to a number of plays of differing types (romantic, comedy, history, romance).

• Analyze how each play attempts to confront such fundamental questions as:

 the determining elements of the human condition,

 the way in which choice and action delineate character,

 the individual’s place in society,

 the nature of the good life,

 the existence of suffering and evil,

 and the problem of differentiating between appearance and reality.

GNS/LIT 5015 Gender in Contemporary Literature Credit Hour: 3 Duration: 7 Weeks Course Description:

A study of English and American novels written since 1945, focusing on the issues of sexual identity, male-female relationships, and personhood generally. This course will balance its thematic approach with an appreciation of the works of fiction as significant in themselves. From Malamud’s comic epic of love, death, and baseball to Updike’s vision of couples in search of salvation through sex, the course will examine contemporary literary concepts of hero and heroine, lover and beloved, speakable and unspeakable. (Cross-listed as LIT 5015.)

• Integrate the skills of critical reading, critical thinking, and critical writing

• Identify dominant themes in the works studied

• Discuss different interpretations of the words studied, present new ideas, and disagree respectfully with others

• Express ideas clearly and demonstrate a willingness to share thoughts with the class • Identify representations of gender, race, sexuality, and class in the context of the works studied

• Examine traditional and contemporary roles for men, women, and children

• Examine the relationship between societal expectations and social commentary

• Apply knowledge gained from this course to other situations (work, home, community)

• Recognize and appreciate the inter-relatedness of the human experience

GNS/SOC 5029 Gender Roles Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines the impact of gender in contemporary society. Students study the gender roles of women and men and the political agendas that form gender definitions. Also considered are strict gender boundaries that are created for both sexes. (Cross-listed as SOC 5029.)

 Understand the major concepts related to gender roles in society.

 Apply concepts related to gender roles to their own lives and experiences.

 Analyze and evaluate current theories and research on the social construction of gender.

 Evaluate contemporary controversies related to gender and build frameworks for understanding their social, political, and global significance.

 Engage in critical thinking about issues related to gender roles, including thinking about assumptions we and others make.

GNS/HIS 5110 The Role of Women in American History Credit Hour: 3 Duration: 7 Weeks Course Description: Students explore the varied roles women played in shaping American history, with particular focus on how class, ethnicity, and race influenced American women's work, family life, and organized activities. Topics include Native American women's lives, gender and family life under slavery, the impact of industrialization, and women's political activities including the antislavery movement, the suffrage movement, the 19th Amendment, the resurgence of feminism in the 1960s, and transformations in the lives of modern women. (Cross-listed as HIS 5110.)

GNS/THR 5135 Women’s Roles on Stage: Great American Plays Credit Hour: 3 Duration: 7 Weeks Course Description:

Students in this course examine the impact that women’s roles have played in the history and development of American theatre. (Cross-listed as THR 5135.)

GNS/ HIS 5140 Women in Media Credit Hour: 3 Duration: 7 Weeks

Students explore what it means to be a woman in the media spotlight. Using current and historical case studies of such women as Hillary Clinton and Marilyn Monroe, students assess the media's codes for female success and how the rules for women differ from those for men. In addition, the students explore the historical importance of beauty and motherhood and the role that cultural expectations of femininity play in creating female stars in politics and entertainment. (Cross-listed as HIS 5140.)

Course Objectives: See course syllabus archives GNS 5206/SOC Women Around the World Credit Hour: 3 Duration: 7 Weeks Course Description:

Students survey women’s experiences around the globe, focusing on the economic, political, religious, and social factors that contribute to women’s status and power in various cultures. Students analyze the lives of women in relation to education, work, reproductive freedom, and social status in developing, as well as industrialized, nations. (Cross-listed as SOC 5206.)

Course Objectives: After completing Women Around the World, students should be able to:

• Understand the role of women in society and their experiences across the globe  Define the isms: racism, sexism, feminism, ethnocentrism, classism, and heterosexism as well as oppression, privilege, and gender injustice  Understand the diversity of women’s lives  Appreciate the inter-relatedness of the human experience  Analyze the economic, political, religious, and reproductive factors that affect women’s status and power  Recognize ways that people can affect change in human rights and gender equality movement

GNS/REL 5210 Women of the Bible: Good, Bad, Ugly Credit Hour: 3 Duration: 7 Weeks

Students will perform in-depth analysis of strong women Bible characters, from the revered Virgin Mary to the beguiled Jezebel. Their lives and voices have much in common with modern-day women. Even though some noted women remain unnamed, their lives can still be examined in the context of their exploits, accomplishments, and commitments. These complex and multifaceted personalities have messages relevant to all generations. (Cross-listed as REL 5210.)

Course Objectives: See course syllabus archives GNS/SOC 5230 Men and Masculinity Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine societal views of men and masculinity including construction of masculinities, male/female relationships, and sexual identities. Diverse gender issues among men such as race, ethnicity, sexuality, age, and class will be researched as they impact the men’s movement, fatherhood, media representation, sports, violence, work, and family relationships. (Cross- listed as SOC 5230.)

Course objectives: After completing this course, students should be able to:

• Examine the gendering process experienced by men.

• Research empirical and theoretical writings offering the most current perspectives within gender studies.

• Document ways in which the student handles the issues of men and masculinities

GNS/MGE 5250 Gender in the Workplace Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines the world of business from the points of gender, race, and social class. The students read current theory on these three perspectives and apply them to today's workplace. Students create a "workplace analysis" of their own work environment. (Cross-listed as MGE 5250.)

 Course Objectives: After completing this course, students should be able to:

 To explain contemporary workplace issues involving gender  To discuss workplace gender dynamics from various perspectives, including legal, sociological, and economic  To understand work and professional-related gender issues to offer insight into ways into which gender is embedded in institutional structures.  To explain and understand workplace dynamics and provide tools for seeking just and equitable policies and practices in the workplace. • recognize the ways in which feminine arts and crafts are related to the physicality of the feminine form

• access your own personal creative potential through participation in class exercises and the presentation of a creative piece of work.

GNS/LIT 5340 Re-Reading the Romance Novel Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the role of the romance novel in American culture, specifically in American women's lives. Students will examine three "popular" romance novels and look at the way, historically, that female romance writers have demonstrated the unspoken lives of women. (Cross-listed as LIT 5340.)

• Examine themes, symbols and plot structures of the romance novel and their analogies to modern times

• Analyze the role of fairy tales in romance novels and the way they shape gender roles

• Evaluate the Romance novel with non-stereotypical language and meaning

GNS/HTH 5351 Women’s Health Issues Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines physical and psychological health issues that are common among women in the United States. Participants learn about various diseases and illnesses, explore risk factors, examine characteristics associated with women’s health issues, identify behavioral health risks, and learn methods for minimizing women’s health risks. Topics include cardiovascular health, female cancers and gynecological health, nutritional and fitness-related health, and women’s emotional and psychological health. (Cross-listed as HTH 5351.)

 Course objectives: After completing this course, students should be able to:

• Identify gender-specific health issues for women.

• Produce a wellness plan with age appropriate health promotion and illness prevention goals.

• Engage in a systematic process to improve health behaviors.

HIS/SOC 5003 Race and Ethnicity in America Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the melting pot of American pluralism and investigate the unique challenges and experiences faced by minority groups in United States history. Students address the complexities of a pluralistic society in terms of identity, discrimination, and acculturation. (Cross-listed as SOC 5014.)

 Compare opinions about race and ethnicity throughout American history. A. Consider race and ethnicity as a function of contemporaneous culture B. Compare current conceptions of race and ethnicity with historic “realities” C. Trace the migrating values of what has constituted discernable R/E differences  Assess the relationship between race/ethnicity and opportunity in America. A. Determine how images of race and ethnicity influence “achievement” B. Integrate realities of racial/ethnic experience with “majority” notions  Analyze historic data on American attitudes toward racial and ethnic minorities. A. Evaluate historic source documents B. Employ appropriate materials to support explanations and conclusions  Discern what contemporary concepts of race and ethnicity suggest about future prospects. A. Predict future views pf race/ethnicity based on the attitudes of today B. Consider the influence that previous visions of U. S. society have on today’s adults

HIS 5005 History of Great Britain Credit Hour: 3 Duration: 7 Weeks: 7 Course Description:

Students explore Great Britain's heritage from its prehistoric roots to modem times. The course focuses on key elements and events, including the Age of Wessex, Medieval England, the Tudor Age, the Commonwealth, two World Wars, and 21st-century England.

HIS 5014 History of the American Presidency Credit Hour: 3 Duration: 7 Weeks: 7 Course Description:

Students examine the institution of the American presidency from a historical perspective. Topics include the changing role of the president in our system of government, the different interpretations of the role of the president as practiced throughout our nation's history, the unique aspect of our chief executive as compared to other forms of governmental leadership, and the power and influence of media in shaping and affecting our nation's highest office.

 Identify the guidelines and goals of the Founding Fathers in forming the Office of Chief Executive.

 Describe the importance of George Washington and his successors in shaping the office and in setting precedence(s) for the office.

 Understand the importance of the actions, good and bad, of subsequent presidents who have shaped/will further shape the Office of Chief Executive.

 Compare and evaluate the different leadership styles of each of the men who have held the office of President.

HIS 5022 World War II Credit Hour: 3 Duration: 7 Weeks Course Description:

A general introduction to the major nations, personalities, and events of World War II (1939-1945), including a discussion of the multiple causes, the alignment of participant nations, global and regional strategies, general movement and major battles, and the conditions of its conclusions.

 Identify the major factors and events which led to the onset of World War II in both Europe and Asia;

 Demonstrate an understanding of the major campaigns and battles of European Theater of World War II;

 Demonstrate an understanding of the major campaigns and battles of the Pacific Theater of World War II;

 Describe the conditions and social, political, and cultural features of the home- fronts of the major participants; and

 Evaluate the role of World War II diplomacy in the start of the Cold War.

HIS 5028 Hitler and the Third Reich Credit Hour: 3 Duration: 7 Weeks Course Description:

Students review the history of Germany from 1933 to 1945. Commonly called the Third Reich, this time period focuses on Hitler’s acquisition of power, foreign policy, racial policy, and the structure of the Nazi party.

• Understand and dialogue intelligently about the political and social policies of the Nazi party.

• Articulate in informal writing about the consequences of the activities of the Third Reich.

• Examine and place into historical context the conditions facilitating Hitler’s rise to power.

• Compare the social control methods of the Nazi party with other historical regimes.

• Evaluate the fallout from the Third Reich's racial and social policies. • Assess the worldwide changes caused by the activities of Hitler and the Third Reich.

• Research on issue, event, or personality in depth, and provide a formal analysis of that topic.

• Analogize the time and activities of the Third Reich to today's political and social phenomena.

HIS 5030 Modern Japanese History Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore the events and personalities of modern Japanese history. Special emphasis is on how traditional Japan and the West have shaped modern Japanese culture, as well as how Japan influenced the West and the extensive interrelatedness of all modern history.

HIS/ SOC 5031 Civil Rights Movement Credit Hour: 3 Duration: 7 Weeks Course Description:

Students investigate the struggle for civil rights in the United States during the 20th century. Readings, lectures, and films discuss the movement's major methods, personalities, achievements, and failures from the Reconstruction Era through the 1990s. Special emphasis is given to the direct action and black power phases of the movement between 1955 and 1968. (Cross-listed as SOC 5074.)

Course Objects: After completing this course, students should be able to:

 Identify and explain the major events and people within the CRM.  Analyze the roots and the impetus behind the CRM struggle.  Distinguish the different tactics used by those in the CRM, and the reasons for the difference.  Connect the key legislation and governmental response during the CRM with the advancements made during the movement.  Explain the CRM as a personal experience and compare it to current civil and human rights issues.  To explain the CRM as a personal experience and to compare it to modern day civil rights

 To further develop the skills of historians and those used in written and verbal communication.

HIS 5040 John F. Kennedy Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the life and presidency of John F. Kennedy. Topics include Kennedy's early years, his road to the White House and his presidency.

• Develop an understanding of how Kennedy’s life and presidency influenced American politics and international relations.

• Give evidence of integrating critical thinking and information skills in class discussions and written assignments about Kennedy.

• Demonstrate in-depth understanding about a specific topic important in Kennedy’s career and life through research and writing.

• Describe the combination of factors that groomed JFK for a future in politics.

• Understand the impact his health and behavior towards women had on his performance in office.

• Identify the accomplishments and failures of his Presidency.

• Recognize and explain the legacy left behind by his Presidency and death.

HIS 5041 World War I Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students examine how the events of 1914-1918 changed the face of the world: empires fell, geopolitical maps changes, and America lost its international innocence. Topics include colonialism, militarism, and nationalism. Students also examine how the resolution of this conflict produced fertile soil for WWII.

 Investigate and document the main causes of WWI.  Understand the factors that influenced when and why the United States entered World War I.  Describe the factors contributing to the war's stalemate.  Assess the events and decisions key to the start and continuation of WWI.  Determine how altered battle plans could have contributed to the war's earlier end.  Examine The Schlieffen plan as well as the strategic flaws of that initiative.  Explore the impact of trench warfare on the war's progression.  Describe the groups of people devastated by WWI and how war took its toll on these populations.  Examine of the WWI's most significant battles and track advances made by leading nations.  Write a frontline journalistic account of one of the battles.  Brainstorm the factors that resulted to mutiny by soldiers and assess the mutiny’s impact.  Examine the basic components and factors that contributing to the German collapse.  Review arguments for the factors contributing to the end of the war. 

HIS 5106 Revolutionary War Women Credit Hour: 3 Duration: 7 Weeks Course Description:

Students in this course will explore the lives of women who kept the everyday world in order before and during the Revolutionary War. Abigail Adams, Deborah Read Franklin, Eliza Lucas Pinckney, and many other lives will be examined in terms of actions they took during the war, and what influence they had on policy at the formation of the new nation. (Cross- listed as GNS 5106.)

Course Objectives: After completing this course, students should be able to:  Determine social structures and issues of the mid-eighteenth century

 Identify prominent women and events of the time

 Analyze contributions of these women toward establishment of the United States of America

 Draw correlations between the actions and events of the Revolutionary War and the lasting effects on twenty-first century issues

HIS 5190 Benjamin Franklin Credit Hour: 3 Duration: 7 Weeks

Students investigate Ben Franklin in contemporary, pop-culture terms, as well as historical terms. Topics include Franklin's accomplishments, contributions to society, and how the life of "America's First Renaissance Man" directly affected the course of national events.

HIS 5191 Lewis and Clark Credit Hour: 3 Duration: 7 Weeks Course Description:

The United States doubled in size with the Louisiana Purchase, and Lewis and Clark played a critical role in defining what this increase in size and resources meant to the country. Students study Lewis and Clark’s explorations, examining Jefferson’s presidency and the state of the U.S. government at the time. Students examine the role of diversity during the journey by analyzing Native Americans’ contributions and Sacagawea’s role. Students explore what Lewis and Clark’s expedition meant to and for the burgeoning country.

HIS 5203 History of Childhood in America Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore the historical perspectives of how children grow up in America. The overarching question guiding the course asks how children of various races, classes, ethnicities, abilities, and sexualities experienced life in the past and how this knowledge helps us understand contemporary children and their families. (Cross-listed as SOC 5203.)

• Compare visions of childhood throughout American history

A. Arrange childhood as a function of contemporaneous culture

B. Compare conceptions of childhood with historic realities

• Assess the relationship between childhood and adulthood

A. Determine whether images of childhood influence adulthood

B. Integrate realities of childhood with adult notions of childhood

• Analyze historic data on American attitudes toward children

A. Evaluate historic source documents

B. Employ appropriate materials to support explanations and conclusions

• Discern what contemporary concepts of childhood suggest about children’s future prospects A. Predict future images of childhood based both on today’s adults and children B. Extrapolate the influence of previous visions of childhood on today’s adults HIS 5228 Decade of the Seventies Credit Hour: 3 Duration: 7 Weeks Course Description:

Decade-wise, the 1970s have not fared well at all. They have been written off as the “Forgotten Decade,” sandwiched between the cultural upheavals of the 1960s and the conservative counterrevolution of the 1980s. The 1970s, however, was a complex and transitional decade characterized by a series of important political, social, and cultural transformations that influenced the nation into the 21st century.

HIS/SOC 5332 History of Sports in America: 1850 to Present Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the development of sports in American history, examining a variety of sports to ascertain what influence rules, leagues, race, and gender have had on the evolution of modern sports. Students gain an understanding of sports’ impact in American history and why sports are an important cultural phenomenon in American society. (Cross-listed as SOC 5332.)

• Review the development of American sport from 1850 to the modern day

• Comprehend sports role in the ongoing construction of American culture

• Investigate how throughout American history individuals played and capitalized on sport

• Determine sports influence in particular historical eras

• Conclude whether or not sports spurred or impeded social progress

• Evaluate the history of gender roles through American sport • Discern the impact sport had in American history to perpetuate or debunk race and ethnic stereotypes

• Examine sports influence and promotion of hegemony in American history

• Assess how sport in American history was promoted and criticized in various eras

HIS/ SOC 5515 Sociology and History of the Mafia Credit Hour: 3 Duration: 7 Weeks Course Description:

Students analyze the Sicilian Mafia in Italy and America through a historical, social, and cultural perspective, tracing its progression from the unification of Italy to the 21st century in America. The Mafia is examined from a sociological point of view, reviewing structures, relationships, codes, and communication. (Cross-listed as SOC 5515.)

• Trace the evolution of the Mafia in Sicily and the United States from the 19th century to the present

• Categorize the social and legal factors that contributed to the development of the Mafia

• Analyze key names, dates, and events in the history of the Mafia and the law enforcement fight against it

• Understand the significance of the Racketeer Influenced and Corrupt Organization (RICO) Act on the Mafia

• Compare the Mafia to other criminal and/or terrorist groups

• Understand Kansas City's role in organized crime and its influence on the Las Vegas casino industry

HIS/REL 5615 Christianity in Crisis: The Reformation and Counter-Reformation Credit Hour: 3 Duration: 7 Weeks Course Description: Students explore the impact of the Protestant Reformation and subsequent Roman Catholic Counter- Reformation over several hundreds of years of European history. Students examine the effects of the movements on the Americas, Asia, and the rest of the world. Topics include examination of the lives of major personalities, the issues they debated, and the results of those confrontations. Students consider the depth and breadth of the political, social, and religious repercussions these movements had upon not only the events of the times, but also upon happenings of today. (Cross-listed as REL 5615.)

• Understand and dialogue intelligently about the major personalities involved.

• Examine the issues being debated, and relate those issues to their time and place.

• Articulate in informal writing the effects of issues and personalities studied.

• Research one issue, event or personality in depth, and provide a formal analysis on that topic.

• Distinguish between history and mythologies regarding the events and personalities.

• Analogize the events of the 13th-17th Century religio-social movements to today's issues.

HIS/REL 6016 History of the Papacy Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the unique role the Papacy has played in Western culture, from politics to fine arts, and from benevolence to warfare. This course introduces students to the rich, complicated, and fascinating history of the Papacy from Early Church to the Reformation to the Modern Era. (Cross-listed as REL 6016.)

• have an understanding of the influence and importance of the institution of the Papacy, particularly within western civilization.

• explore the evolving nature of the Papacy and how it both shaped and was shaped by history, and the role it plays today. Accomplishing this will necessitate some exploration of the nature and history of the Catholic Church. • analyze the influence of the papacy by examining the influence of specific popes.

HIS/MGE 6101 Leadership Lessons from the Civil War Credit Hour: 3 Duration: 7 Weeks Course Description:

Students focus a historical perspective on decisions made by American military leaders during the Civil War. Specific topics include major military engagements, military organization transformations, tactics, doctrine, and political/economic constraints. Students extrapolate leadership lessons from the Civil War and apply them to today’s corporate world. (Cross-listed MGE 6101.)

Course Objectives: After completing this course, students should be able to: I. Examine the context of leadership in the civil war. A. Research selected civil war leaders—Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Abraham Lincoln, and others. B. Compare the achievements, victories, defeats, and leadership of selected civil war leaders. C. Analyze successful and unsuccessful leadership strategies and initiatives from the civil war. II. Understand the responsibilities and privileges of leadership, including moral and ethical choices as well as the use of authority and power. A. Appraise the actions, ethics, character, and integrity of selected civil war leaders. B. Compare and contrast the styles of selected leaders in relation to their use of influence/power. C. Identify civil war leaders' decision-making styles, and the potential for employing similar choices in the corporate world. D. Formulate leadership plans that might have changed the outcome of the civil war. III. Explore selected models of leadership, chosen from those who made major decisions during the civil war. Compare/contrast individual styles in relation to limitations and achievements. A. Synthesize the leadership styles of selected civil war leaders. B. Review the policies of the political arena in which the civil war leaders led. C. Assess which leader(s) were the most successful, war outcomes aside. IV. Develop personal and applied setting leadership strategic plans that demonstrate problem solving and critical thinking about the application of leadership theory. A. Compare and contrast each leadership style studied B. Discuss how each style could be used in the today's contemporary workplace C. Design a leadership strategic plan for a personal or professional use. 

HIS 6204 God’s Warriors? The Crusades Credit Hour: 3 Duration: 7 Weeks Course Description:

Students in this course contextualize what is thought of as the Crusades within historical, contemporaneous, and contemporary settings. Students debate the scope, extent, impact, and even the definition of what qualifies as a Crusade, examining interpretations, misrepresentations, and evaluations of the events themselves throughout history, ultimately looking at the way Crusades have influenced societies of that period and subsequent history up to and including the present. (Cross-listed as REL 6204.)

• Compare the history of the various societies and personalities involved in the Crusades

A. Understand that motivations varied by society, social caste, and Crusade

B. Contrast historical realities and mythologized interpretations

• Evaluate the religious/political goals of the participating societies

A. The Byzantine Empire

B. The Islamic Empires

C. Western Christendom

D. Other subgroups and occasional instigators and victims

• Compile and utilize historic data on the Crusading period

A. Manage historic documents and interpretations

B. Select appropriate materials to support explanations and conclusions

• Assess the effects of the Crusades

A. Interpret to impacts of The Crusades upon societies of their time

B. Extrapolate the impacts of The Crusades upon contemporary politics and world affairs

HIS 6362 Propaganda: Manipulation of Public Opinion Credit Hour: 3 Duration: 7 Weeks

This course focuses on the study of propaganda, including information from history, political science, social psychology, media, and general semantics. Students in this interdisciplinary course will study propaganda in both totalitarian and democratic societies and the ability it has for both good and evil.

• Interpret persuasion and propaganda as an interactive process

• Identify influence attempts in dyadic, public and mass communication

• Determine conditions that facilitate attitude and behavioral change

• Compare the complex relationship between media, audiences, and society

• Analyze various factors that can serve as inhibitors of persuasion

• Differentiate propaganda from persuasion

• Examine the history of propaganda efforts

• Distinguish between the forms and functions of an attempt to persuade

• Outline the intricacies of a propaganda campaign

HTH/SOC 5005 Death and Dying Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines social perspectives on the topic of death and dying. Topics include social attitudes, customs, institutions for dying, and the meaning of death and dying in society. Current research and theory on the topic of death and dying is explored and applied to student experiences and observations. Special attention is given to cross-cultural and intergenerational perspectives. (Cross-listed as SOC 5005.)

Course Objectives: After completing this course, students should be able to: • Discuss theories and research on social attitudes about death and dying

• Compare social customs and rituals related to death and grief across cultures

• Define the meaning of death and dying in society using cross-cultural and intergenerational perspectives

• Recognize social institutions that support individuals and families with issues of death and dying

• Discuss current research on death and dying for real-world applicability

HTH/SOC 5009 Issues in Aging Credit Hour: 3 Duration: 7 Weeks Course Description:

This course focuses on life passages from birth to late life, with special emphasis issues of the later years of the lifespan. Physical, emotional, and social issues in the aging are analyzed through a variety of learning experiences. (Cross-listed as SOC 5009.)

• Understand the major concepts related to aging in society.

• Apply concepts related to aging to their own lives and experiences.

• Analyze and evaluate current theories and research on aging and society.

• Evaluate contemporary controversies related to aging and build frameworks for understanding their personal, social, and political significance.

• Engage in critical thinking about issues related to aging, including thinking about assumptions we and others make

HTH/SCI 5026 Disease and Contemporary Culture Credit Hour: 3 Duration: 7 Weeks Course Description:

This course will review the history of disease and how modern medical knowledge can possibly prevent or cure all diseases. The study of the new genetic approach to treating disease and the moral implications created will be performed via class discussion, formal lectures, and multimedia presentations. A formal science background is not required for this course. (Cross-listed as SCI 5026.)

 The major milestones in human history and their relation to disease history.  How different cultural and scientific understandings of disease affect the social responses to disease.  The role of pandemics of infectious disease in human history and the ongoing challenge posed by infectious disease.  How differences in mode of transmission affect the spread of disease in populations.  How social conditions such as crowding, filth, poverty, and nosocomial factors can amplify the spread of infectious disease.  How poor nutrition and comorbidity reduce human resistance to disease.  The challenge to control of disease posed by pathogen resistance to antibiotics.  The potential of using DNA structure to create super diseases for bioterrorism.  How newly emerging diseases like HIV, SARS, Ebola, and Avian Influenza enter the human population and the challenge they pose to health systems.

HTH/SCI 5518 Stress Management Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students explore the effects of stress on the human body and learn techniques for coping with and reducing stress. Students will investigate how stress influences disease processes as well as emotional health, mental fitness, and a general sense of wellness. This course focuses on the application of stress reducing and coping strategies. (Cross-listed as SCI 5518.)

• Summarize the nature and physiology of stress • Describe the relationship between stress and disease • Predict the outcome of stress on the systems in the human body • Compare stress coping strategies • Evaluate the effectiveness of relaxation techniques

HTH/SCI/SOC 6316 Foundations of Fitness Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the field of human fitness, exercise, and wellness, exploring the nature, history, philosophy, and foundations of these areas. Students identify, compare, and contrast at least ten fitness programs and analyze the roles of exercise and fitness in society. Students interview practitioners in the field and participate in selected exercise and fitness activities before designing an individual program to maximize personal wellness. (Cross-listed as SCI 6316 and SOC 6136.)

 Identify the benefits of exercise through participation in fitness activities.

 Identify and define the health-related and skill-related components of physical fitness.

 Describe the difference between health-related and skill-related components of physical fitness

 Explain the purpose of goal setting and differentiate between short-term and long-term goals.

 Identify factors to consider before engaging in a physical fitness program.

 Apply the training principles of overload, progression and specificity to individual activity opportunities.

 Analyze the relationship between accepted nutritional guidelines and physical activity.

 Differentiate between the terms weight loss, weight gain, and weight maintenance.

 Explain why permanent weight control is best achieved with a program of diet, exercise, and physical activity.

 Determine the validity of marketing claims promoting physical fitness products and services.

 Describe and analyze the contributions of various exercise programs and sports activities to the health-related components of physical fitness and stress diversion.  Design a personal fitness program that will lead to or maintain an optimum level of flexibility, cardiovascular endurance, muscular strength, muscular endurance, body composition, and contribute to stress management.

LIT/THR 5000 Masters of Modern Drama Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore the directions of the naturalist and realist movements late in the 19th century and the evolving experiments of Futurism, Expressionism, and Surrealism in the new century. Topics include reinventing "traditional" forms and melding them with new and offbeat formulas, the emergence of the "New Woman," challenges to prevailing political and moral systems, and the search for personal identity in an increasingly mechanized and conformist society. (Cross-listed as THR 5000.)

• assess how modern playwrights use innovative art forms to examine age-old questions.

• assess how modern playwrights develop dramatic themes to examine social commentary.

• assess the universality of each drama.

• assess how theatrical elements heighten our sense of character development.

• assess how film, today, can also serve classic storytelling.

LIT 5002 The Family in Literature Credit Hour: 3 Duration: 7 Weeks Course Description:

This course focuses on the definition of family in various literary works. Students explore whether family roles and values are culturally defined, biologically inherent, or a mixture of both, and examine whether the literary works conform to or rebel against the traditional roles for men, women, and children.

Course Objectives: After completing this course, students should be able to: • Integrate the skills of critical reading, critical thinking, and critical writing

• Identify dominant themes in the works studied

• Discuss different interpretations of the words studied, present new ideas, and disagree respectfully with others

• Express ideas clearly and demonstrate a willingness to share thoughts with the class

• Identify representations of gender, race, sexuality, and class in the context of the works studied

• Examine traditional and contemporary roles for men, women, and children

• Examine the relationship between societal expectations and social commentary

• Apply knowledge gained from this course to other situations (work, home, community)

• Recognize and appreciate the inter-relatedness of the human experience

LIT/REL 5005 Power of Myth Credit Hour: 3 Duration: 7 Weeks Course Description:

This course follows the transformation of myth through time, identifies themes, and relates them to historical events and psychological development. Study begins with the origins of man and continues through the Middle Ages, emphasizing the mythological evolution of the human species. (Cross-listed as REL 5010.)

• The objective of this course is to provide students and the facilitator with the information and opportunity to begin to make sense of the world - and do it in six weeks! Of course this presupposes you haven’t figured it all out yet, or the way you thought things worked is sometimes found wanting. If, on the other hand, you have a world view that works for you, you may wish to share it, verify it, and fine tune it. Our approach to this objective will be through “myth.” Thus the title of the course: “The Power of Myth.” This is the tool we will use to help make sense of things. Thus, while we will examine briefly many myths from many different cultures, they will be studied for their “indicator value,” what they connote, more than for what they actually say.

• Our objective will be pursued jointly. I am privileged to join you in this quest. I hope to be able to provide direction - not answers. Each individual must find her/his own answer. To do this, we will travel both inward and outward. And on this journey we, hopefully, will acquire an ability to see the world holistically, rather than from the reductionist viewpoint in which most of us have been schooled, and understand our place in it.

• Our mentor will be Joseph Campbell. His view of the world is inclusionary - not exclusionary. He attempts to find a place for everything - including that which we term evil. And while he includes all things, he does not accord equal value to all things. Some are more highly prized than others. Part of this course will be to allow you to identify your own priorities and values.

LIT 5026 American Detective Novels Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore the rich range of American detective fiction. Topics include the traditions of the private eye and the great detective, the genre's revisioning of the American Dream and/or Nightmare, classic works by Dashiell Hammett and S.S. Van Dine, contributions by African American writers to the genre, and feminist influences on the form.

 To critically read and discuss a significant number of mystery and detective novels.  To explore the history and development of this sub-genre.  To consider the extent to which the detective/ mystery novel has enriched the genre of fiction.  To approach mystery and detective fiction from an international and inclusive perspective, underscoring universal features and regional or cultural variations in the sub- genre.  To critically examine literary elements encountered in all literature courses: for example, plot devices, setting, and techniques of character development.  To consider ethical dimensions of mystery and detective fiction and the value-laden aspect of literature, since the best detective fiction, like the best literature, offers insights into human motivation, causality, and issues related to goodness and evil.

LIT 5028 Classics in Children’s Literature Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore classic children's literature, specifically fairy tales and works from the Golden Age of literature.

• Define the interplay among the genres of fairy tale, folk tale, mythology, fable, and literary fiction

• Define historic context and terminology used in classical Golden Age children's literature

• Describe Joseph Campbell’s four functions of myth and the diversity of the hero's journey in terms of children's tales

• Analyze major themes of orphans, spells, magical transformations, gifts, taboos, humanized animals, heroes, and tricksters in children's tales

• Develop sophisticated research and writing skills through a variety of analytical, narrative, and descriptive assignments, including a major research project

LIT 5034 Multicultural American Literature Credit Hour: 3 Duration: 7 Weeks 7 weeks Course Description:

This course examines the ways in which multicultural literature differs from traditional literature. Students investigate the value systems within the culture of the works studied and the places where these moral barometers differ from dominant culture.

• Examine the reasons for, and implications of, teaching multicultural literature

• Explore how definitions of “multiculturalism” and “multicultural literature” shape our understandings of the field of study and who is included/excluded

• Apply various theories and critical approaches to specific multicultural texts

• Examine the role of literature in reflecting, shaping and transforming individual and group identity

• Articulate their individual cultural identities, beliefs, and attitudes • Develop an understanding and appreciation of literature from various cultural groups

LIT 5105 Adolescent Literature Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore adolescent literature popular for reading and study in middle and high school classes, examining issues relevant to the reading and teaching of adolescent literature.

• Describe the historical development of the genre, its characteristics, and its specific connections to the publishing industry. Know the historical/social context of adolescent texts, relationships among texts, and the recent history of the cultural construction of the “teenager” in texts.

• Identify and discuss current debates about the genre taking place among literary and educational theorists, including issues of literary merit, appropriateness, and censorship.

• Understand the current reading interests of adolescents and plan to accommodate their needs and interests.

• Identify, select, and discuss a broad range of adolescent/YA texts representing a variety of time periods, diverse cultures, types of authors, and drawing from a variety of sub-genres (e.g., poetry, lyrics, novels, etc.).

• Apply current critical theory, discussion strategies, and reading strategies to the reading and teaching of adolescent/YA texts.

LIT 5121 Mythology of Heroes and Villains Credit Hour: 3 Duration: 7 Weeks Course Description: Literary tales, both entertaining and instructive, typically feature heroes and villains. Some emerge from folklore, some from history. By far, the most compelling come from the world of myth, ancient and modern. Students in this course study the relationships among mythology, heroes, and villains.

LIT 5136 Literature in Crisis Credit Hour: 3 Duration: 7 Weeks Course Description:

Students in this course examine the ways in which writers have responded to public and private "crises" in their works. Topics include writers' responses to the founding of our nation, the conflict of slavery, the settling of the prairie, the divisions of social class, and the psychological aftermath of world war.

LIT 5320 The Gothic Novel Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the classic works of gothic terror, focusing on three great gothic novels: The Monk, Frankenstein, and Dracula. Students consider classic gothic elements, including hero-villains, naive innocents, moldering castles, and damp dungeons. Students explore the relationship between dominant culture and the dark underside of that culture, as well as the themes of sex, sin, family dynamics, politics, and nature. Special attention is paid to belief in the supernatural, representations of violence, the significance of fantasy and fear, and the role of gender, race, class, and sexuality.

Course Objectives: See course syllabus archives LIT/SOC 5333 Sports in Literature and Film Credit Hour: 3 Duration: 7 Weeks Course Description:

Students critically analyze literature and film that represent sport to understand the influence of sports and their contributions to the world. By using critical thinking and rhetorical analysis, students deconstruct and interpret the impact and messages that literature and film have on individuals or society by using sports as a tool. An emphasis in this course is to develop an understanding of rhetorical organization, diction, and critical thinking analysis along with interpretation. (Cross- listed as SOC 5333.)

LIT 5536 Banned and Burned Books Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the roots of censorship, including topics such as who attempts to censor and why, appeals for challenged books, and the legal rights of all parties involved. Students will perform a critical analysis on books that have been banned and burned, considering them as censored novels as well as works of literature.

Course Objectives: After completing this course, students should be able to: • Examine the definition of censorship and understand the reasons behind book challenges and bans.

• Evaluate selected books for value and defend why they should or should not be banned.

• Analyze lawsuits surrounding book challenges and bans.

• Debate respectfully different interpretations of the novels.

• Identify and discuss themes, symbols, and plot structures of works studied.

• Apply knowledge from this course to other situations (work, home, community).

• Demonstrate graduate level written and oral communication skills.

LIT/GNS 6105 Gender Roles in Vampire Literature and Films Credit Hour: 3 Duration: 7 Weeks

Students examine prominent 19th-, 20th-, and 21st-century texts and films that explore the relationship between vampires and their victims. Students focus on the dimensions of why people – both fictional and real – are drawn to vampires and how vampires reflect social concerns relating to identity, violence, sexuality, gender roles, adolescence, ethnicity, and religious belief. (Cross- listed as GNS 6105.)

• Compare and contrast vampire literature and film in order to discern commonalities and differences and how each heightens our understanding of vampire mythology.

• Discuss novels and films featuring vampires and the ways in which each genre heightens or attenuates the reader’s/viewer’s appreciation of the story and its central dilemma.

• Examine dimensions of violence, sexuality, politics, generational differences, ethnicity and religious beliefs.

• Explore how gender identity, as a frame of analysis, heightens understanding of vampire literature and film.

• Differentiate social, biographical and cultural contexts of the 20th and 21st century texts and films. That is, how do these texts or films illuminate our understanding of the “real” world and vice versa? MGE 5000 Power Shifts in the 21st Century Credit Hour: 3 Duration: 7 Weeks Course Description:

Students analyze the business impact of social and economic shifts from the industrial revolution into the 21st century. The course content includes power shifts such as the redistribution of wealth, knowledge, and power; the shift to defining success in human development terms rather than economic; and the shift from labor and material to knowledge.

• Analyze social and economic shifts from the industrial revolution into the 21st century.

• Analyze shifts resulting in the redistribution of wealth, knowledge, and power.

• Analyze how shifts influence the world societies in economic, social and human development terms.

• Analyze how the changing environment can influence future powershifts.

• Synthesize the implications of current and future social, human development, economic and environmental shifts.

• Apply course material and discussions to project future powershifts and their impacts in the 21st Century.

MGE 5113 Leading Groups and Teams Credit Hour: 3 Duration: 7 Weeks Course Description:

Within an organization, a community, or a family, many people have the opportunity to influence and lead others in group situations. Students will develop an understanding of group dynamics and improve their skills in facilitating group process. Students will study successful work groups and teams and apply that information to their own situations.

MGE 5115 Leadership Ethics Credit Hour: 3 or 6 Duration: 7 Weeks Course Description:

Students focus on the moral and ethical behaviors that lead to decisions that have an impact on others. Students consider ethical issues, identify their own core values, develop critical thinking skills, and practice decision-making with moral dilemmas. This course requires interviewing select Kansas City business leaders. Students will record, analyze, and present a final document on findings as part of the course requirements. (Cross-listed as PHL 5115.)

 Evaluate and refine your own ethical value system in relation to leadership.

 Demonstrate understanding of the definition of ethics and the importance and role ethical behavior serves in the world today.

 Demonstrate understanding of how business ethics relates to larger moral and philosophical frameworks.

 Identify various ethical issues that occur in the workplace.

 Evaluate the concept of Corporate Social Responsibility, and explore its relevance to ethical leadership activity.

 Identify the moral obligations of businesses to the environment and specifically competitors and stakeholders.

MGE 5201 Entrepreneurial Start-Up Marketing Credit Hour: 3 Duration: 7 Weeks Course Description: In this course, students will focus on successful marketing entrepreneurship that could be applied to small businesses in the early stages of growth. An analysis of marketing solutions will engage students in the strategies, execution, and return-on-investment challenges unique to a start-up enterprise. Marketing concentration.

MGE 5250 Gender in the Workplace Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines the world of business from the points of gender, race, and social class. The students read current theory on these three perspectives and apply them to today's workplace. Students create a "workplace analysis" of their own work environment. (Cross-listed as GNS 5250.)

 To explain contemporary workplace issues involving gender  To discuss workplace gender dynamics from various perspectives, including legal, sociological, and economic  To understand work and professional-related gender issues to offer insight into ways into which gender is embedded in institutional structures.  To explain and understand workplace dynamics and provide tools for seeking just and equitable policies and practices in the workplace.

MGE 6023 Employment Law Credit Hour: 3 Duration: 7 Weeks Course Description: In this course students will investigate the legal and regulatory backdrop for the management of organizational Human Resources. Students will analyze legislation and legal precedents that guide employers’ actions and decisions and affect their relationships with their employees. Human Resources concentration.

MGE 6317 Corporate Social Responsibility Credit Hour: 3 Duration: 7 Weeks Course Description:

Students investigate the responsibility of corporate America to support the welfare of society. The course pays particular attention to social movements, including ecology, consumerism, civil rights, student activism, and labor unions. Students evaluate today’s corporations and their responsibility in supporting these movements. (Cross-listed as SOC 6317.)

Course Objectives: Students will acquire knowledge of CSR through the prism of social, cultural, economic, political, financial implications, and vulnerabilities for organizations. Personal values and ethical standards will be explored in relation to balancing equity for all stakeholders. After completing this course, students should be able to:

 Demonstrate an understanding of the stakeholder theory of the firm

 Evaluate community structure in order to place his/her organization within it

 Ascertain the social responsibilities accruing to public, private and non-profit organizations

 Resolve the financial tension that CSR poses for public, “for-profit” institutions

 Identify ethical duties and responsibilities of individual and organizational leaders

 Establish the ethical duties and responsibilities incumbent upon the organization

 Determine the extent to which CSR is an ethical obligation

MGE 8029 Environmental Leadership Credit Hour: 3 Duration: 7 Weeks Course Description:

Environmental issues require leadership skills, approaches, and styles to guide positive change toward a sustainable balance between the environment and human needs. Students investigate influences on environmental leadership, including science, engineering, market economics, and radical ecology, focusing on tensions between the provision of social goods, economic development, population growth, and consumer culture which often conflict with environmental protection and sustainability.

MGE 8150 Employee Relations Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will explore strategies for effectively managing the ongoing relationship between employers and employees. Students will focus upon Human Resource‘s role in fostering organizational ethics, justice, and the fair treatment of employees. Human Resources concentration.

MGE 8251 American Healthcare System Credit Hour: 3 Duration: 7 Weeks

Course Description:

This course is a comprehensive overview of one of the largest industries in the United States: healthcare. Students explore the effects of social, political, organizational, cultural, economic, and historical forces on this industry. Features and contours of this evolving and highly complex system are explored, including levels of care, technology, and health outcomes. Current trends related to regulation, cost, quality, and access are analyzed, with particular emphasis on the complexities and inherent counter purposes of commerce and ethical obligations manifest in healthcare. Healthcare Administration concentration. Students are recommended to take this course prior to enrolling in subsequent HA concentration courses.

● Describe the general structure, functions, and outcomes of the American Health Care System

● Discuss the complex historical and contemporary forces that shape the system.

● Examine the benefits and challenges of technology, financing and reimbursement within the American health system.

● Compare and contrast systemic and organizational differences among, primary, secondary, and tertiary health care settings in America.

● Analyze the socio-political and economic tensions between cost, quality, and access issues, and their relationship with underserved populations.

● Apply formal knowledge about historical, political, cultural, economic and socio- organizational health system realities toward viable industry and policy solutions for the future of the American health care system.

MGE 8252 Fundamentals of Healthcare Administration Credit Hour: 3 Duration: 7 Weeks Course Description: Students analyze organizational dynamics and complex operational and regulatory factors that must be aligned to ensure the highest quality care and greatest efficiency and cost effectiveness. Operational divisions, functions, and groups including professional providers, care givers, and support services such as finance management, information services, human resources, plant services, and marketing are explored in relation to their integral value, purpose, function, and unique perspectives. Emphasis on the creation of an environment of continuous improvement and organizational adaptability and success are explored. Measures and benchmarks of success are integrated throughout the course. Healthcare Administration concentration. Students are recommended to take this course immediately following MGE 8251 The American Healthcare System and prior to enrolling in subsequent HA concentration courses.

MGE 8254 Healthcare Policy and Politics Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course students examine current public, health profession, and organizational policy at macro and micro levels, as well as trends for the future related to or affecting healthcare organizations and its consumers. Health industry manager/leader responsibility for organizational assessment, application, and operational change related to policy and politics is explored. Relevant public, professional, and organizational politics are examined within various types of health organization and support industry contexts. Distinction between policy and politics are elucidated throughout. Healthcare Administration concentration.

MGE 8256 Healthcare Ethics Credit Hour: 3 Duration: 7 Weeks Course Description: Students explore the ethical components, dilemmas, and obligations in American healthcare organizations and systems. Specifically, ethical issues related to care giving and bioethics, demographic trends, relationships among organizational professionals and staff, delivery models, securing and allocating scarce resources, and technology are examined. Healthcare organizational ethics and obligations are analyzed, emphasizing the role of manager/leader in creating an ethical culture of care delivery and cost effectiveness. Various ethical decision-making models are compared and applied to case scenarios. Healthcare Administration concentration.

MGE 8258 Information Systems for Healthcare Management Credit Hour: 3 Duration: 7 Weeks Course Description:

Students focus on the increasing presence and reliance on information technology and information systems in healthcare organizations and systems of all sizes and purposes. Today’s healthcare manager/leader must understand the use, types, benefits, and limitations of information technology on structure, processes, and work design. Infrastructure requirements and cost, security, and related regulation and law are reviewed. Selection and alignment of information management with organizational strategic planning to achieve high levels of performance are emphasized throughout. Healthcare Administration concentration.

 Describe and analyze the contemporary trends related to information technology and systems in the healthcare system and its organizations.  Analyze usefulness and limitations of information technology on structure, policy and work design, including infrastructure support and human expertise requirements.  Discuss regulatory, legal, security, cost, and regulatory implications.  Explore use of information systems to drive and support strategic planning and operational success. 

MGE 8721 International Finance Credit Hour: 3 Duration: 7 Weeks Course Description:

This course introduces students to the financial complexities of operating a multinational firm. Students will examine the international financial environment, specifically the risks and opportunities created by changes in exchange rates and the use of the global markets as sources of financing. Students will debate taxation and current issues in international finance. International Business concentration.

MGE 8740 Employee Development and Retention Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students explore the employer‘s role and responsibility in developing and retaining a highly motivated workforce in a competitive employment environment. Students will also analyze employees’ roles in managing their own career growth. Human Resources concentration.

 Discuss the forces influencing the workplace and learning, and explain how training can help companies deal with these forces. Integrate human relations and organizational effectiveness  Discuss the role of organization analysis, person analysis, and task analysis in needs assessment.  Explain the program design elements that should be included to ensure near and far transfer of training.  Develop a self-management module for a training program.  Explain how new technologies are influencing training.  Discuss the role of training partnerships in developing skills and contributing to local communities.  Discuss the implications of cloud computing for learning, training, and development.

MGE 8741 Staffing Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students will examine strategies and procedures for the lawful selection of employees. Students will explore effective selection techniques and the organization’s legal responsibilities in recruiting, interviewing, selecting, and hiring employees. Human Resources concentration.

MGE 8742 Global Human Resources Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will examine the challenges of international business and the role of Human Resources in worldwide organizations. Students will differentiate between domestic and international policies, procedures, and strategies for effectively managing human resources in the global environment. Human Resources and International Business concentrations.

MGE 8743 Employee Relations Credit Hour: 3 Duration: 7 Weeks Course Description: Students will explore strategies for effectively managing the ongoing relationship between employers and employees. Students will focus upon Human Resource‘s role in fostering organizational ethics, justice, and the fair treatment of employees. Human Resources concentration.

Course Objectives:

 See course syllabus archives

MGE 8750 Consumer Behavior in American Society Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will analyze the consumer decision process in the current marketplace. Consumer perceptions and attitudes, the role of group influence, and the essential nature of customer satisfaction are key components of this course. Marketing concentration.

MGE 8751 Advertising Strategies and Campaigns Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students will design an advertising campaign. Students will focus on marketing communication including targeting, branding, promotion, media, and the purchase decision process. Agency management will be included along with insights from contemporary industry perspectives. Marketing concentration.

Course Objectives: After completing Advertising Strategies and Campaigns, students should be able to:

 Illustrate the components of the marketing process

 Assess the significance of the consumer decision making process

 Analyze the effectiveness of communication channels in reaching audience  Analyze the impact of consumer’s internal psychological process and outside consumer influences on purchase decisions

 Discern which consumer behavior influences are manageable in an advertising campaign

 Categorize advertising agencies based on function

 Research future trends in advertising

 Design a comprehensive creative strategy and media plan

 Evaluate the effectiveness of an adverting plan

 Analyze the ethical dilemma involved in advertising

MGE 8752 Creative Branding: Emotional Connection Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students will develop awareness of and appreciation for the strategies successful brands utilize to distinguish their positioning. Students will apply creative branding principles to conceive their own personal brand. This process requires distinguishing unique individual attributes, tangible and intangible, to build higher-level emotional connections with the key professional influences they interact with every day. Marketing concentration.

Course Objectives: After completing Creative Branding: Emotional Connection, students should be able to:

 Describe branding and the benefits of a strong brand.

 Identify the major components of a personal brand plan.

 Apply concepts of branding to develop a personal brand plan.

 Compare and contrast the DiSC behavioral assessment with your personal brand reflection.

 Analyze competitors to develop your brand’s points of differentiation.

 Design a brand plan for a product/service. MGE 8753 Community-Based Marketing Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will compare how marketing tactics are customized to successfully connect with individual customers in local markets. Leveraging unique differences requires examination of key demographics, ethnic diversity, generational influence, and specific interests. Marketing concentration.

MGE 8754 Changing Face of Marketing Credit Hour: 3

 Duration: 7 Weeks Course Description:

Students explore the marketing revolution that is currently underway, including the evolution of customer targets such as ethnic, gender, media, resource allocation, and migration from national marketing to grassroots marketing strategies and tactics. Students will analyze emerging marketing tools such as the Internet, event and key influences, and advocacy. Marketing concentration.

MGE 8780 Global Business Credit Hour: 3 Duration: 7 Weeks Course Description: Students will examine international practices and the influence of the World Trade Organization. Students will investigate global economic development through study of free trade and international restrictions, regionalization, and international policies. International Business concentration.

MGE 8781 Cross-Cultural Risk Analysis Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will differentiate marketplace influences of legal, historic, economic, and cultural issues to maximize international productivity and minimize risk. The course will focus on identifying and characterizing domestic and international cultures. International Business concentration.

MGE 8782 Growing Market Share in Diverse Cultures Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students will appraise the planning and processes of entry into diverse cultural and economic environments. They will investigate the challenges of product adaptation, export pricing, international distribution, and international communication. International Business and Marketing concentration.

MGE 8783 Political Environments Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students will discern the effect of international relations on American business, analyzing foreign policies, human rights and non-profit organizations, terrorism, and the development of nations. International Business concentration.

MUS 5232 World Music Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore the fundamentals of music of the world, including China, Japan, India, Bali, Ethiopia, Iran, the Arabic Near East, and South America.

 Compare and contrast the uses and functions of musical instruments and musical genres  Analyze how music is used in specific societies  Describe processes and issues of musical cultures  Identify cultures and countries  Identify and define terms (including names of people and ensembles)  Visually identify musical instruments

MUS 6377 Music and the Human Experience Credit Hour: 3 Duration: 7 Weeks Course Description:

A study of the role music plays in the human experience in the present and in the past. Among those areas in which music’s role are probed include: religious worship and ceremony, education, social change, medicine and therapy, the political state, work and leisure, and romantic love. A technical knowledge of music is not a prerequisite for this course; neither is the ability to read music notation. (Cross-listed as HUM 6377.) Course Objectives: See course syllabus archives

OTL 5100 Best Practices in Online Learning Credit Hour: 3 Duration: 7 Weeks Course Description:

Students study and consider best practice in cybergogy by developing strategies, concepts, and areas of consideration when beginning or revising an online course. Content includes a consideration of course aesthetics, online activities, and course enhancement. Although many aspects of cybergogy compare to a face-to-face course, certain nuances and differences need particular consideration. Successful completion of this course assists future online instructors in considering those differences. Online Teaching and Learning concentration.

• Establish effective course design principles

• Implement effective cybergogy practices to ensure effective learning and teaching takes place

• Design attractive and functional course layout

• Create content and age level appropriate online course activities

OTL 5300 Assessing and Evaluating Online Teaching and Learning Credit Hour: 3 Duration: 7 Weeks Course Description: Students in this course plan assessment strategies to accommodate differences among online student learners, including their unique knowledge, experiences, ability, learning styles, multiple intelligences, motivations, behaviors, and attitudes. The outcome of the course is the development of multiple timely and appropriate instructional and assessment activities closely aligned to learning objectives that provide students regular feedback about their performance in an online course. Online Teaching and Learning concentration.

 Implement learned online course design strategies

 Design assignments/projects/activities for an online course

 Apply multi-sensory learning principles to online course design

 Create ways by which to evaluate an online learning

 Analyze best practices in online course design

OTL 5400 Active Learning in an Online Environment Credit Hour: 3 Duration: 7 Weeks

Active learning refers to techniques where students DO something, typically discovering, processing, and applying information. In this class, students focus on learning as an active endeavor, cognizant that different people learn in different ways. At first glance, active learning in an online class may seem problematic. On closer observation, the two are synonymous. Online Teaching and Learning concentration.

• Compare online and face to face instruction, recognizing differences and identifying advantages of each • Develop effective active learning practices that align with online instruction, applying learner-centered teaching to online sources

• Compose an appropriate course syllabus for online active learning

• Construct effective online modules to enhance course designs

• Investigate online assignments, grading, and collaboration exercises

• Create assessment instruments to measure student learning

OTL 5500 Web 2.0 Tools for Tomorrow’s Learner Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore and implement Web 2.0 tools for online learning and topics that support development and exploration of such innovative tools in the educational environment. Following the International Society for Technology in Education (ISTE) National Educational Standards and Indicators, students identify different features and benefits of using Web 2.0 tools that will support effective teaching and learning practices. Online Teaching and Learning concentration.

 Identify Web 2.0 tools and employ them in an online learning environment

 Explain the benefits and features of Web 2.0 tools in developing engaging online learning experiences

PHL 5000 Art of Wondering Credit Hour: 3 Duration: 7 Weeks Course Description:

Students develop a philosophical awareness through the exploration of classical and modern concepts and by relating philosophical inquiry to individual human experience.

Course Objectives: After completing The Art of Wondering, students should be able to:

• Apply philosophical analysis to public and private issues of everyday life. • Be more aware of how the body defines our perception and expression.

• Observe the role and biological basis of emotion.

• View the role our environment has on our experience.

• Analyze interpersonal relationships.

• Observe the role and biological basis of the intellect.

• Define and evaluate the phenomenon of spirituality.

PHL 5005 Critical Thinking on Current Issues Credit Hour: 3 Duration: 7 Weeks Course Description:

The purpose of this course is to learn the discipline of critical thinking and apply it to issues of current media interest. Students relate ethical, social, philosophical, theological, and economic considerations to fundamental issues such as the value of a human life compared to other life on earth.

• Evaluate the elements and composition of arguments

• Analyze the validity and soundness of verbal and written arguments

• Develop arguments that are valid and logically sound

• Critique logical fallacies

• Manifest critical thinking skills in real-world decision making and problem solving.

PHL 5008 Philosophy and Religion of Martial Arts Credit Hour: 3 Duration: 7 Weeks Course Description: Various philosophies have found a culturally formative expression through the martial arts. This course acquaints students with the history, practice, philosophy, and religion associated with the martial arts as they have evolved throughout Asia and India and their impact on modern Western transitions. (Cross-listed as REL 5012.)

Course Objectives: Students will develop an historical and cultural understanding of the interaction between culture, technology, religious beliefs and the martial arts and will be able to critically examine their own understandings of the same in light of our current place in history. After completing this course, students should be able to:

• Become versed in the eclectic philosophy common to the martial arts.

• Be able to recognize distinctive features of several major martial art styles.

• Know the history of the religious traditions and associated martial art forms.

• Be aware of the historical prominence of Kung Fu/Buddhism in martial art philosophy.

PHL 5013 Philosophy of Everyday Life Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines the impact of philosophy in contemporary society. Students will study key philosophical tenets as well as look to literature and film for proof of these theories. We will consider the way that philosophical guidelines function in the greater world and in our everyday lives.

Course Objectives: After completing Philosophy of Everyday Life, students should be able to

• Gain appreciation for philosophical teachings.

• Apply philosophical analysis to public and private issues of everyday life.

• Observe the propensity for dichotomy within principles found in everyday life.

• Analyze interpersonal relationships.

• Know why there has always been and will always be haves and have nots.

• Observe the role and biological basis of emotion.

• Observe the role and biological basis of the intellect. • Explore and understand obstacles to personal change.

PHL 5014 Ethics in an Age of Self Interest Credit Hour: 3 Duration: 7 Weeks Course Description:

This course presents a methodology for analysis and decision-making about contemporary moral issues. Participants reflect upon their own value system in light of their personal experiences and major ethical theories. This course provides an opportunity for participants to explore society’s heterogeneous value systems and thus discover and/or refine their own.

• Become cognizant of the major ethical systems described by the text book;

• Arrived at a fair assessment of the strengths and weaknesses of each;

• Developed the ability to apply these systems and their principles to contemporary ethical dilemmas;

• Formulated her/his own position on the crucial issues studied;

• The capacity to discern between rational discourse and blind prejudice.

PHL 5015 Issues and Ethics in Technology Credit Hour: 3 Duration: 7 Weeks Course Description:

This course provides participants with an awareness, understanding, and appreciation for the issues and ethics involved with technology use. The course includes presentations, readings, activities, student presentations, lab work, and analysis of student/teacher learning environments and the impact technology has made therein.

 Experience new developments in technology and how they affect our lives  Construct activities that employ new tools in technology  Be conversant with the current laws, requirements, and thinking on ethics and responsibilities for those who use technology 

PHL/SCI 5200 EDU 5319 Science, Technology, and Ethics Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore the epistemological, ontological, and ethical questions raised by science and technology, including views of science and the different metaphysical views behind them, views of nature and human nature, and the different kinds of ethics that result from these competing epistemologies and ontologies. (Cross-listed as EDU 5319 and SCI 5200.)

Course Objectives: In this course the term "science" is broadly applied to those disciplines which employ the scientific method in a search for truth in the natural world. The term "technology" is used to refer to the emerging developments and techniques produced as a result of the findings of science. "Ethics" refers to the study of the various philosophical methodologies used to evaluate both normative and prescriptive human behavior. The views held by science regarding the ethical content of certain actions are "non-majoritarian." This course will cause the student to become familiar with certain scientific and ethical principles in order to understand the competing views regarding the positions of science and religion on numerous contemporary moral/scientific issues. After completing this course, students should be able to:

• Form a personal position on a number of controversial issues arising from the science/ethics debate;

• Decide whether science and religion can coexist;

• Understand the non-majoritarian views of science and the rationale for them.

• Formulate a personal/professional Code of Ethics.

POL/SCI 5008 Politics of Science Credit Hour: 3 Duration: 7 Weeks Course Description: This course examines the relationship between politics and science, and the ways these two fields influence one another in the modern era. (Cross-listed as SCI 5008.) Course Objectives: See course syllabus archives

POL/SOC 5300 Media and American Politics Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the interaction between the American political system and the new media, including attempts by politicians and journalists to influence and manipulate each other. The philosophical underpinning of the First Amendment and the concept of government accountability to the public is examined, as is the role humor plays in politics and the ways in which media influences different stages of the political process. (Cross-listed as SOC 5300.)

• Understand the role humor plays in shaping political coverage in media.

• Understand the role media play in the American political process.

• Be able to identify characteristics that must be present for a story to be considered “news.”

• Be able to articulate current issues in the American political and media systems.

• Have a general understanding the ways in which media influence American society beyond politics.

PSY 5004 Human Sexuality Credit Hour: 3 Duration: 7 Weeks 7 weeks Course Description: This course offers a survey of the contemporary research on human sexuality and related economic, legal, and social issues. Topics include sexual anatomy and physiology and the psychology of sexual behavior as it is developed across the life span. Students will consider how sexuality impacts interpersonal relationships, reproductive issues, and social norms from a variety of perspectives.

 Summarize the basic biological and arousal aspects of the reproductive system.  Describe how sexual development changes over the lifespan.  Appreciate the biological and psychological differences among heterosexuals, homosexuals, bisexuals, and the transgendered.  Recognize the different types of sexually transmitted infections and the effects on the body and society.  Understand to biological and psychological reasons for sexual dysfunctions.  Compare the different political approaches to understanding sexuality.

PSY 5010 Psychology of Conflict Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course the student will explore the nature and process of conflict. Participants examine the underlying causes of conflict between individuals, within groups or organizations, and between ideologies and nations.

 Categorize the strategies of conflict management  Predict and analyze the conditions that encourage conflict in all areas of life including personal and professional relationships.  Compile the most common types of contentious tactics that parties use in conflicts  Understand why conflicts escalate and how to in turn de-escalate  Determine types of psychological changes that occur during escalated disputes  Organize strategies that will help to break resistance, stalemates, and deadlocks  Integrate creative problem solving techniques into conflicts PSY 5011 Psychology of Humor Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will examine humor as it appears in various mediums including film, comics, television, jokes, stories, stand-up, plays, and live performance. We will also explore various kinds of comedy and will discuss why some people find one form to be funny while others do not. In addition, we will review various definitions of humor, the value of humor in various settings, and the social benefits and liabilities of comedy. (Cross-listed as SOC 5011.)

• Understand the social and psychological benefits and limitations of humor including how humor is used means of social control and a means of social resistance.

• Analyze and evaluate theories of humor and apply these theories to various forms of humor.

• Compare different perspectives on the use of humor in society.

• List and compare the types of humor found in society.

• Engage in critical thinking about issues related to humor, including the role humor plays in social institutions and personal relationships.

PSY 5013 Positive Psychology: The Study of Happiness Credit Hour: 3 Duration: 7 Weeks Course Description:

Students explore themes in the field of positive psychology, such as happiness, hope, engagement, meaning, savoring, and personal strengths. Students study concepts, research, techniques, and exercises related to the enhancement of well-being. Students also study the scholarship and the practical applications of positive psychology.

 Assess personal strengths in self and others.

 Define key terms in the field of positive psychology.

 Practice strategies to enhance subjective well-being.

PSY 5135 Psychology of Attitudes Credit Hour: 3 Duration: 7 Weeks Course Description:

Students apply psychological research on attitudes to a variety of real-world situations, including public opinion polls, voting, jury decision making, advertising, cults, prejudice and discrimination, attraction, and health.

 Course Objectives: After completing Psychology of Attitudes, students should be able to:

• Understand the concept of perception

• Categorize different attribution processes to situations

• Understand the formation of attitudes and opinions

• Understand the role of gender, race, ethnicity and religion on opinion and attitude

• Critique polling methods and political campaign issues

• Understand the role of attitude on health

• Understand attraction

• Understand the role attitude and opinion in advertising.

REL 5001 World Religions Credit Hour: 3 Duration: 7 Weeks Course Description: This course examines the major religions of our world by looking at their historical development and the major tenets of their systems of belief. Lecture, discussion of the text, dialogue, and video are used to encourage an understanding of the ideas behind the formation and practice of the world’s major religions.

• Develop and utilize a working definition of the concept of “religion.”

• Develop a facility with the operative terms of the definition proposed by the text.

• Analyze the human needs that religion is intended to meet.

• Analyze the “worldview” of each of the religions studied.

• Compare and contrast the major religions of the east and the west.

REL 5004 Geography and History of the Old Testament Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course students expand their knowledge and understanding of the Bible’s geographical, historical, cultural, and archaeological settings.

 The student will recognize the physical elements of the land of Israel and the ancient Near East -- the geography, topography, geology, climate, etc. -- via videos, book and map study.  The student will read excerpts from the Old Testament with an archaeological, historical and geographical perspective.  The student will learn to recognize the interrelated influences of the multiple cultures of the ancient near east on the community of Israel, as well as the reciprocal influences of Israel on her neighbors.  The student will probe the interrelationship between geography, politics, economics, cultural mores, and religion in the development of the nation of Israel.  The student will become conversant in the historical, geographical, and cultural materials of the Old Testament. REL 5007 Existence of God Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine theories about the existence of God. The course analyzes the historical foundations of current theories in order to place these ideas within a context. An examination of the approach of various philosophers to the metaphysics of God in the Christian tradition and influential writings in philosophical theology is included. The course focus is both on the Christian tradition within monotheism as well as philosophy and its relationship with science.

Course Objectives: The objective of this course is to examine the concept of God as it is developed and understood within Judaism, Christianity and Islam. We will examine God as: 1. an idea, 2. a symbol, 3. a historical figure and 4. a transcendent phenomenon Through this examination the student should develop an appreciation of the forces that shaped the beliefs of peoples and cultures throughout the ages. The student should also refine and/or revise her/his notions of God.

REL 5140 Religious Movements in American Education Credit Hour: 3 Duration: 7 Weeks Course Description:

In this course, students examine the diversity of religious belief and practice in the United States and its philosophical, ethical, legal, and conceptual implications for a politically liberal democracy. Drawing on historical and empirical studies, this course will examine in detail this new diversity, then turn to an analysis of its cultural, ethical, legal, and philosophical implications.

Course Objectives: See course syllabus archives REL 5300 The Arts and Christianity Credit Hour: 3 Duration: 7 Weeks Course Description:

Students in this class examine the role the arts play in the Christian tradition. Art forms discussed in the course include the visual arts, church architecture, sacred drama, sacred dance, literature, poetry, and film, through play readings, poetry readings, visits to local museums and churches, and learning to “read” church architecture. (Cross-listed as ART 5300.)

• Analyze the development of Christian imagery over nearly two millennia of western culture.

• Better understand the continuity and diversity of regional, ethnic cultural origins of Christian signs, symbols, and artworks.

• Observe evidence of the influence and esthetic of a variety of religious communities of peoples (early Christian, Roman Catholic, Orthodox, and Protestant) who have adopted and interpreted the figures, rituals, and credos of Christianity.

• Decipher the visual language of images and objects created in service to, and in tandem with, Christian identity.

• Reflect upon the riches of the Christian visual arts tradition and deepen his or her knowledge of the faith and images that have shaped western civilization.

• Be aware of certain and various motifs, themes and symbols that remain constant (though continually nuanced) in the Christian imagination.

REL 6601 Religions of the Western World Credit Hour: 3 Duration: 7 Weeks Course Description: Students examine the three major religious traditions of the Western world: Judaism, Christianity, and Islam, comparing what these three Abrahamic religions uniquely share and exploring the significance of the cultural, intellectual, and spiritual heritage of each. By tracing the long and rich histories of Judaism, Christianity, and Islam, we will study not only present-day practitioners but their impact on Western civilization itself.

 Identify and evaluate the purpose, assumptions, and methodologies of the academic study of religion.  Examine how contemporary political events (including 9/11 and Middle Eastern conflicts) have impacted attitudes toward religion as well as the interest and approaches to studying religion(s).  Compare and contrast key tenets and practices of Christianity, Judiasm, and Christianity.  Critically analyze the cultural and political impact of Christianity, Islam, and Judaism on Western civilization and how this impact has evolved historically.  Apply research skills to religious topics, including direct observation, use of the Association of Religion Data Archives, and library research.

SCI 5005 Global Warming Credit Hour: 3 Duration: 7 Weeks Course Description:

This course is an interdisciplinary examination of the human dimensions of global climate change, its anthropogenic causes, potential impacts on human societies, mitigation strategies, policy responses, and ethics.

• Examine the human dimensions of global climate change and its causes, potential impacts on social systems, mitigation strategies, policy resources and ethics

• Re-construct various perspectives on climate changes, industry, science, environment, NGO’s, developing industrialized countries

• Develop recommendations to mitigate the impacts of climate change at various scales ranging from individual action to international agreements

 SCI 5008 Politics of Science Credit Hour: 3 Duration: 7 Weeks Course Description:

This course examines the relationship between politics and science, and the ways these two fields influence one another in the modern era. (Cross-listed as POL 5008.)

SCI 5012 Animal Behavior Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the fundamental principles and concepts of animal behavior (or ethology) in order to get a better understanding of the animals we live with or encounter in our daily lives.

SCI 5044 Window on Planet Earth Credit Hour: 3 Duration: 7 Weeks Course Description:

Students study the complexity of the biosphere and the effect it has on humans. Students will analyze the geosphere, hydrosphere, and atmosphere to understand the impact of the earth on human affairs. Topics also include the dynamic nature of these systems and scientists’ attempts to forecast future changes.

• To understand how the humans interact with and affect the Earth and the natural systems that support life • To learn how Earth systems interact with each other

• To learn how science helps people to understand and deal with issues related to Earth

• To learn how people can take steps to achieve a sustainable future.

SCI 5250 Cosmology Credit Hour: 3 Duration: 7 Weeks Course Description:

Students learn about the universe as an object and the cosmos as an evolving phenomenon. Topics include the universe, its origin, its development, and its makeup. Special attention is paid to humans as self-conscious organisms and their place in the cosmos.

• Differentiate between the scientific and philosophical aspects of cosmology.

• Understand the role of the human in an evolving universe.

• Examine your views about your origin and destiny in the light of modern science, philosophy, and tradition.

• Acquire knowledge of the known dimensions and numeric indicators of the size and age of the universe.

• Discover or construct your own “world view.”

SOC 5107 The Study of Food: From Pasture to Plate Credit Hour: 3 Duration: 7 Weeks Course Description:

Students study the global politics of food. What we eat, how we eat, when we eat, and how that food is produced impacts local, national, and international societies. Students examine those who raise, plant, nurture, cultivate, pick, pack, process, transport, inspect, sell, and cook the food that provides sustenance but also helps mold our identity.  Course Objectives: After completing this course, students should be able to:

• Discern the connectedness of food systems and food environments to public health • Analyze the production, distribution, preparation, and consumption of food. • Develop an understanding of the impact of a globalized, industrialized agriculture and food system on farmers, consumers, and communities • Examine the organization of a global food system that links the production and consumption of food

SOC 5131 Television Sitcoms Credit Hour: 3 Duration: 7 Weeks Course Description:

This class examines the development and evolution of television sitcoms from their beginnings in radio up to the present. Also analyzed are the dramatic structure and content of sitcoms, as well as how programming has shaped and reinforced values in society. (Cross-listed as COM 5131.)

• Articulate the impact of the sitcom on the lives of individuals and the formation of social attitudes

• Analyze and evaluate a range of sitcoms, their distinctive formats and conventions, including their production values

• Consider the implications of media representations of individuals, groups, events and issues

• Explore the relationship between the production of sitcom texts and their consumption by audiences

• Recognize that characters mean more than plot, classify stock characters and identify them within specific sitcoms

SOC/CUL 5132 Terrorism and Violence in the United States Credit Hour: 3 Duration: 7 Weeks  Course Description:

Students investigate terrorism and violence in the United States from the colonial period to today. Students identify patterns of terrorism in different periods and discuss the response to terrorism by the federal government and its citizens. (Cross-listed as CUL 5132.)

SOC 5134 Great Depression’s Impact on Society Credit Hour: 3 Duration: 7 Weeks Course Description:

This course will trace the path the United States followed from the end of World War I to the beginning of the Second World War. It will concentrate on the Depression era and investigate the causes, the impact on individuals, society, and institutions and how the United States overcame the economic disaster. The changes the Depression brought about will be examined along with its impact on today and on the course of history. The course will also attempt to look into the future to determine the possibility of another tragic economic dislocation facing American society.

SOC 5138 Sports and Society Credit Hour: 3 Duration: 7 Weeks Course Description:

This course addresses sociological dynamics as they relate to sports in American society. Students will include the history, theory, and current reality of American sport. Students will explore the codependent nature of sport and society and attempt to separate fact from fiction to aid in the understanding of the true role of sport as it fits into society. Topics to be addressed include the potentially personal areas of religion, race, politics, and gender. Youth sports, education, violence, economics of sport, and the role of the media will also be explored.  Course Objectives: After completing this course, students should be able to:

• Develop an understanding of the primary social issues influencing sport

• Comprehend principal issues within sport that influence society

• Formulate perspectives on how sport and society intersect on issues of race, gender, economics, violence, and media

• Present how sport and society are interconnect in a contemporary society

SOC 5206 Women Around the World Credit Hour: 3 Duration: 7 Weeks Course Description:

Students survey women’s experiences around the globe, focusing on the economic, political, religious, and social factors that contribute to women’s status and power in various cultures. Students analyze the lives of women in relation to education, work, reproductive freedom, and social status in developing, as well as industrialized, nations. (Cross-listed as GNS 5206.)

Course Objectives: After completing Women Around the World, students should be able to:

• Understand the role of women in society and their experiences across the globe  Define the isms: racism, sexism, feminism, ethnocentrism, classism, and heterosexism as well as oppression, privilege, and gender injustice  Understand the diversity of women’s lives  Appreciate the inter-relatedness of the human experience  Analyze the economic, political, religious, and reproductive factors that affect women’s status and power  Recognize ways that people can affect change in human rights and gender equality movement 

SOC 5300 Media and American Politics Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the interaction between the American political system and the new media, including attempts by politicians and journalists to influence and manipulate each other. The philosophical underpinning of the First Amendment and the concept of government accountability to the public is examined, as is the role humor plays in politics and the ways in which media influences different stages of the political process. (Cross-listed as POL 5300.)

• Understand the role humor plays in shaping political coverage in media.

• Understand the role media play in the American political process.

• Be able to identify characteristics that must be present for a story to be considered “news.”

• Be able to articulate current issues in the American political and media systems.

• Have a general understanding the ways in which media influence American society beyond politics.

SOC/MGE 5609 Bullying: At School, Home, and Work Credit Hour: 3 Duration: 7 Weeks Course Description: Students examine various types of bullying amongst children at school and adults in the workplace. Through review of theory, research, and application, students increase understanding of bullying and explore practical strategies for how to prevent and respond to the problem. Rather than presenting just one of the many existing anti-bullying programs, we consider what elements make programs effective, so the learners can develop a customized system for their environment or be informed consumers of marketed products. (Cross-listed as MGE 5609.)

• Define and conceptualize bullying behavior. • Develop an effective anti-bullying policy. • Implement specific interventions to reduce bullying. 

SOC 5615 Understanding Celebrity Credit Hour: 3 Duration: 7 Weeks Course Description:

Students will explore the different facets of celebrity culture, including representation, the star industries, identity politics, and fan cultures. Within the framework of film and media studies, students will explore the meanings of celebrity and how it shapes our relationship to popular culture.

 the opportunity to synthesize, assess and apply sophisticated scholarly concepts to issues that concern you personally

 understanding of the ideological assumptions behind celebrity culture

 a solid grounding in the literature of film and media studies

SOC 6454 Television and Society Credit Hour: 3 Duration: 7 Weeks Course Description: Students examine how and why the television industry works. Topics include the structure of the television and cable industries, their history and operations, the impact of technological diversity, the advertising base and its manifestations in programming, the four theories of the press and how they relate to television news and information, criticism, censorship, government regulation, and prospects for the future. (Cross-listed as COM 6454.)

SOC 6703 Children and Youth in Crisis Credit Hour: 3 Duration: 7 Weeks Course Description:

Students examine the issues that place adolescents at risk for both academic and social failure. Although the course discusses the reasons why increasing numbers of today’s youth are in crisis, the emphasis is on learning strategies to interact with adolescents. Techniques for dealing with children and adolescent who display aggressive and angry behavior are shared. The development of a crisis intervention plan is a primary focus of the course. (Cross-listed as EDU 5001.)

 identify at-risk indicators and phenomena  provide an array of assessments to determine at-risk characteristics in youth  identify specific strategies that assist at-risk youth with success in the classroom  research and analyze current supports and strategies in his or her school or community that work directly with at-risk youth.  synthesize class information into activities in the classroom, school, or community that will reduce the characteristics of at-risk youth.

SOC 6706 To Picture a War Credit Hour: 3 Duration: 7 Weeks Course Description:

Participants look at the use of film to depict war, encourage participation, offset enemy claims, support causes, and justify behavior. The study of films in America at war includes WWI, WWI, Korea, and Vietnam.

 Understand how military conflicts and film presentation of these conflicts have influenced American society

 Analyze the motives of the American military establishment for participating in the making of war films

 Analyze the motives of the American film industry for making and distributing war films

 Compare and contrast the presentation of war in literature with that of film representation

 Examine the impact of war films on members of the military, during and following their participation

 Examine the role of war films in the perceptions of the United States by foreign countries

 Understand and articulate the historical significance of American War involvement

THR 5048 Dark World of Film Noir Credit Hour: 3 Duration: 7 Weeks Course Description:

This course focuses on film noir, or black film, as a truly American contribution to world cinema. Special emphasis is placed on the novels of Dashiell Hammett, James Cain, and Raymond Chandler, and the common thread of the hardboiled American who finds himself in the darkest corners of a sick society and ferrets out corruption.

Course Objectives: After completing this course, students should be able to • Students assess the work of directors, actors, and film composers, who created and continue to "recreate" this genre.

• Students assess why this genre captures our imagination.

• Students assess the elements of lighting, dialogue, music, and even body language to satisfy the "storytelling" of this genre.

• Students assess why even when stories seem overly melodramatic, the genre still inspires fear.

• Students examine the parody of this genre and why the humor is universally appealing.

THR 5135 Women’s Roles on Stage: Great American Plays Credit Hour: 3 Duration: 7 Weeks Course Description:

Students in this course examine the impact that women’s roles have played in the history and development of American theatre. (Cross-listed as GNS 5135.)