MG 271 Principles of Supervision
S2T 2009 DLA
Martin, Sarah E.W.
MA, English Literature, National UniversityMPA, Public Administration, University of OklahomaBS, English Literature, United States Military Academy
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My educational philosophy previously involved many deep and complex thoughts and theories, but the longer I teach, the simpler my philosophy becomes. Learning is very basic. It involves either internal or external motivation to achieve an intellectual goal that will enhance one’s quality of life, usually in more ways than initially anticipated.
The key participants in learning are teachers and students. The teacher’s job is to be a wellspring of knowledge, from which students draw information and inspiration. The teacher is present to guide and motivate, to understand and encourage. While teachers must impart knowledge to students, they must help students recognize their own desire and capability to learn. In this manner, teachers are facilitators who help till the fertile ground of learning in the classroom.
Today, students have more resources than ever before to help them fulfill their educational and learning goals. As in the past, they can look to libraries and books—in the present, they now have nearly unlimited electronic resources. As students become engaged, they enter into a relationship with learning; subsequently, their relationship with themselves becomes deeper, more intimate and more fulfilling. But perhaps the greatest tool students have are teachers who have been trained to help them find and maximize their unique learning style. It seems a recent development in education that we see students as individuals, each with strengths, weaknesses and needs, each coming to the real or virtual classroom for different reasons and each making a contribution to the learning experience of the other.
The final aspect of education is its application. In theory, education is great. In practice, it is even greater. When students and teachers come together, the sum of their experience is much greater than the individual parts. Teachers become better as they work with different learners. As students leave the classroom to practice what they have learned, whether it is writing an analytical essay or case study or applying the complex thought processes involved in solving obscure mathematical formulas, they have left their mark on the classroom and the teacher. And while students may forget the facts that they learn for exams, the process of learning and knowing themselves as learners becomes a part of their everyday lives.
My philosophy on education is simple, then. Teachers bring their knowledge and experience to share with students who seek education for a myriad of reasons. In a good educational situation, in which education is a process of drawing the best out of individuals, students and teachers alike, everyone comes out richer . . . and so does the world.
Learning Outcomes: Core Learning Outcomes
Students will write a case study during week 7 of an 8 week course and week 15 of a 16 week course.
Link to Class RubricClass Assessment:
Grading Scale –
90- 100% (or 396 points or higher)
80-89% (or 352 to 395 points)
70-79% (or 308 to 351 points)
60-69% (or 264 to 307 points)
< 60% (263 or fewer points)
Assignments - Specific weekly assignments are posted at the bottom of the syllabus.
Points/% of Grade
Final Exam Examination
Discussion Statements - 10 points per week, 70 points total.
Lessons Learned - 5 points per week; 40 points total.
Weekly Quizzes – 10 pts each week; 70 pts total.
Case Study – 110 points
Final Examination - 150 points
Total = 440 points
The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.
All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. Each student must pass the Comprehensive Core Assessment Final with a 60% or better to pass the course regardless of previous course work. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.
The final is CLOSED BOOK, CLOSED NOTE and is not a take home exam.
A. Weekly Readings
B. Discussion Assignment: Discussion statements are taken from the readings in the text for each week; various questions will be posted in the Discussion Statement Thread in the Conference Area for the student's comments; each student will be asked to make an original posting to a Discussion Statement. These postings should be a complete comprehensive analysis of the topic. Comprehensive analysis is defined as a review of relevant literature, a synthesis of those ideas into something new. The posting must be documents with proper citations and be 350 – 400 words in length. Students must enter their initial discussion response by Wednesday of each week for full credit during the week. Please return to the discussion areas often to respond to questions about your discussion. Also, please review carefully the grading policy / expectations for a substantive posting in the Grading Policy Section of this syllabus.
C. Peer Review: Reply to the posting of at least two other learners (at least one response by Friday of each week and a total of two or more by the end of the week for full credit). These replies should offer an alternative point of view, provide critical analysis, or ask thought provoking comments that elicit further discussion. The goals of the peer review process are to generate discussion to achieve a deeper understanding of a topic, and for students to practice their ability to make a critical assessment, support their arguments while maintaining a professional demeanor.
E. Self-Check: You will take weekly self-checking quizes that will ensure that you have mastered the learning objectives for the week. These self-check exercises may be taken as many times as required to ensure mastery. The self checks do not count toward your final formative grade, but only prepare you for the weekly quiz.
F. Quizzes: You will take weekly chapter quizzes. These quizzes will count toward your final formative assessment. Each quiz is worth 10pts. You will have one hour to complete the quiz. Ensure that you save your answers often.
G. Lessons Learned: Weekly throughout the course, I will ask for the Lessons Learned to be entered by Wednesday of each week for full credit. Write two or three well-developed paragraphs documenting issues or concerns you experienced or addressed during the period requested. This is where you will demonstrate your ability to take the concepts and theories of this course and transfer that knowledge into your current work place. Share with your peers how you plan to transfer the conceptual knowledge into real world application. You are encouraged to enter the discussion area often to respond to others to creeate a dynamic online classroom. Also, please return to the discussion area often to respond to my questions about your discussion.
A. Comprehensive Case Study: During Week Seven of this course, you will complete a comprehensive case study. After you read the case, you will be required to answer a series of questions that test your mastery of key concepts of Supervision. I will send you the Case study via email during week six.
B. Final Examination: During week Eight of this Course, you will take a 100 question (multiple choice, fill-in the blank, and true/false) examination. This is a closed book examination. This examination will cover chapters 1 – 20 (excluding chapter 17). Your study guide will be your weekly self checks & quizzes. Be sure to print them each week. You will not receive any additional study material.
All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.
GRADING CRITERIA FOR WEEKLY ASSIGNMENTS:
Postings in each category (Discussion Question, Peer Reviews, Lessons Learned, Skill Builder, and Special Threads) are worth from 0 to 10 points each per week.
The following is a point-by-point breakdown on what you have to do to earn the points. The criteria are the same for all categories of assignments.
0 = Do nothing, no posting made for the assignment. Please note: two weeks without any contact from you may result in your being assigned a letter grade of "F" and being dropped from the course.
1 = Late posting, minimal comments, i.e. "I agree."
2 = Late posting, minimal comments, i.e. "I think this is an important topic that we should all be concerned with." Just a generic sentence that does not provide "meat and potatoes. Or, Kris, I agree with what you said."
3 = Late posting, one or two sentences directed to the topic; very little of your own viewpoints.
4 = Late posting, one or two paragraphs relating to the topic with your own viewpoints.
5 = Late posting, three or more well written, well thought out paragraphs with two or more sentences in each paragraph. Introduction of own viewpoints and new information beyond other persons' comments or quoted directly from the text. Grammar and spell check conducted.
6 = On-time posting, minimal comments, i.e. "I agree" or "Interesting comments on the topic."
7 = On-time posting, minimal comments, i.e. "I think this is an important topic that we should all be concerned with.” Just a generic sentence that does not provide "meat and potatoes”.
8 = On-time posting, one short paragraph (2 or 3 sentences) directed to the topic; very little of your own viewpoints.
9 = On-time posting, one or two paragraphs relating to the topic with your own viewpoints. Grammar and spell check conducted.
10 = On-time posting, three or more well written, well thought out paragraphs with two or more sentences in each paragraph. Introduction of own viewpoints and new information beyond other persons' comments or quotes directly from the text. Cited references and Website links included in the posting. Grammar and spell check conducted.
11 = WOW!!! This grade is very rare during a term, but I have been known to give it. Postings that earn 11 points are awe inspiring, very well thought out, and often become my examples of "this is how a posting should be done."
Submission of Late Work: A late posting is any posting not made by the days listed above in the grading plan (initial discussion and lessons learned by Wednesday, one classmate response to discussion by Friday, and a total of two discussion responses to others by Sunday). I will accept late work for one week after the Sunday closing time each week IF you let me know you will be submitting it to me and let me know why you were absent. For example, all initial discussions MUST be made by midnight (Eastern Time) on Wednesday. If a posting is made BEFORE midnight the following Sunday it will be considered "Late”, otherwise acceptable. I will make exceptions to this rule on a case-by-case basis if I am notified of difficulties (i.e., work requirements, personal hardships, etc.) before hand. I do not accept any work after the one week late period.
Classroom Rules of Conduct: Ground Rules for On-line Participation
1. Students MUST use PARK MAIL for private messages, including personal notes to the instructor. You may post general information and questions for all of the class, and instructor to see in the threaded discussion in my office. The Class discussion threads are for posting weekly assignments.
As with all computer programs, Pirate mail does go offline. Therefore, If you do not get a response from me within two days to an e-mail then re send it to my home e-mail address: email@example.com or call 360-632-7763 between the hours or 0900-2200. (Note: I am on Pacific Time).
2. Students are expected to complete at least 6 hours per week in discussion threads, or other appropriate online activities, including sending/receiving e-mail and navigating and conducting research over the World Wide Web.
3. Students are expected to participate in discussions. Failure to be significantly involved will reduce your points earned and subsequently your grade.
TWO SUCCESSIVE WEEKS WITHOUT ANY CONTACT FROM YOU will result in you being dropped from this course with a grade of "F" (Park University Policy). If you are having difficulties e-mail me in advance...We will work something out!
4. Conventions of Online Etiquette: which includes courtesy to all users, must be observed at all times. It must be remembered that Principles of Supervision has some controversial topics and as a result will elicit responses from students that may differ considerably from your own. Remember that each student (and the instructor) is entitled to his or her viewpoint.
5. Students may request advice with course-related problems through Ecollege Help Desk at firstname.lastname@example.org . If you have difficulties with your pirate mail, OPEN, or any other non-course related material, you may seek assistance through the Park University help desk at email@example.com . You may also find this link and Phone numbers in my virtual office. However, it is the student's responsibility to maintain participation without regard to circumstances or conditions. If you have technical trouble call me immediately for instruction on participation.
6. All students will be required to participate in the following weekly online experiences:
Course Topic/Dates/Assignments: Course Assignment / schedule
Week 1: Foundations of Supervision
Week 2: Contemporary Issues
Week 3: Planning and Organizing Skills
Chapters 7 & 8.
· Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
· Self Check: After you finish your homework and discussion questions, take the check -check quiz to ensure that you have comprehended the weekly objectives. You may take this self check quiz as many times as needed to comprehend the weekly objectives.
· Quiz: After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz. You will have one hour to complete this quiz.
· Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.
Week 4: Planning and Organizing Skills Continued
Chapters 9, and 10.
· Weekly Discussion Statements.Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
Week 5: Staffing Skills
Week 6: Leading
Week 7: Controlling Skills
Week 8: Course Completion
For comments or more information, please e-mail me at firstname.lastname@example.org
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:10/8/2009 8:40:23 AM