5 classes, a whole semester’s worth of work due in 4 weeks…

ourse Information
UMC Core Competencies

A

D

B

N 9780078112065

Course Software:  You will be required to utilize Microsoft Word, or compatible software in this course.

Web Browser:  Moodle has been experiencing some glitches when accessed using Internet Explorer (IE) 9.  Please utilize IE 8,

F

irefox, Google Chrome, or Safari when utilizing this course Moodle site. 

Course Goals, Objectives and Expectations:
Upon successful completion of this course, the student will be able to:

1. Understand the core concepts of marketing and the role of marketing in business and society.

2. Understand the basics of market research – how to collect, process, and analyze consumer data to make informed decisions.

3. Ability to develop marketing strategies based on utilizing the marketing mix – product, price, plan and promotion.

4. Distinguish between domestic and global marketing environments and the competencies leading to the success of each.

5. Identify ethical concerns and explain how they relate to today’s marketing activities.

6. Complete a marketing plan that encompasses the marketing concepts covered within the course.

Schedule of assignments, papers, projects, etc:

100 points

Grading Scale:

Grading and Transcripts Policy:
The University utilizes plus and minus grading on a 4.000 cumulative grade point scale as follows:

For additional information, please refer to: 

http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Makeup Work for Legitimate Absences:
Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see:

http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

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Statement on penalties for late work:

All assignments must be submitted by the date and time listed on the course Moodle site.  Late work, that is not due to a legitimate absence, will not be accepted.

Exam Policy:

Students are expected to take exams at the times scheduled in the syllabus. Possible exceptions include serious illness, family emergency, or a legitimate conflict with recognized University activities. If these apply, you must contact your lab instructor prior to the due date or exam date to request a makeup. Make these arrangements as soon as you know of the conflict–BEFORE the exam if possible. 

Exams will be administered on Moodle.  It is the student’s responsibility to ensure that they properly submit their exam upon completion by clicking the ‘submit’ button. 

All exams are timed.  It is the student’s responsibility to ensure that they submit their exam within that allotted time.  Students who do not submit their exam on-time and/or run out of time will receive a zero on the exam and/or will be required to re-take the exam in an alternate form.  Students taking exams in the classroom are not allowed to leave the classroom while they are taking the exam.

Statement on Disputing Grades:

If you wish to dispute the grade assigned to a paper or a question on an exam, you must do so IN WRITING within 24 hours after the exam or paper has been returned. You must include a specific rationale for why your answer is correct, or why the paper deserves a higher grade. “I think I deserve a better grade” does NOT constitute a rationale.

Extra Credit:

No extra credit opportunities are available in this class. Only the instructor will have the right to offer extra credit.  All students will have equal opportunity to complete the optional work.

Course Expectations

Teaching Methods Used in the Class: This course will utilize lectures, discussions, videos, assignments, the Internet, and exams.

Statement on class preparation and interaction: 
You can expect me to:

· Plan the course AND alter that plan as needed. I believe the best curriculum comes from the student. That means that we will take advantage of unforeseen events that capture our interest, and then juggle the class topics as necessary.

· Give you feedback. I take the assignments in this class seriously, and have made giving feedback a top priority.

· Bring my expertise into the class. This includes many years of formal study, professional experience and development, and stories from real life. I believe that we can learn through stories. (You, too, are encouraged to bring stories to class to stimulate discussion.)

· Be patient when you are struggling with ideas. To me, the struggle reveals that learning is taking place.

· Provide clarity when the struggle gets too strong.

· Be open about options. I think it’s great when students bring ideas of how to form a class session or perhaps request a topic.

· Treat you, as adult learners, with the related style of respect.

Here is what I expect from you:

· Participation in class discussions and other activities. 

· Effort to make this class your own. In other words, what will you do to foster your learning?

· Completion of assignments – including the reading.

· College-level quality writing: legible and proofread.

· Honesty.

· Courage. Courage to challenge what you read or hear (even from me). Courage to talk with me if there are concerns – before they become burdensome.

Academic workload policy: This class is demanding in terms of outside-of-class time. Students are expected to accomplish assignments every week, including a considerable amount of reading. University of Minnesota undergraduate students are expected to spend 2 hours in out-of-class preparation for each in-class hour; if you apply this to this course, you should expect to spend at least 6 hours a week working on this class.

Use of Personal Electronic Devices in the Classroom and Technology Requirements:

Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom.

1. This course requires the use of a computer, Internet and Moodle course platform. 

2. Students are expected to complete all out of the classroom assignments with the use of the appropriate technology made available to all students and loaded on their individual computers. 

3. Students are expected to bring computers to class each day, connect to the internet, check personal email, and log on to Moodle for the course.  Computers will be used in this course as an essential in-the classroom and out of the classroom instructional tool.

4. Students are not to utilize their computers for “personal use” during class time.  This includes browsing the Internet for content unrelated to the course, playing games, etc. 

For complete information, please reference:

http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

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Student Conduct Code:
The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community. As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see:

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

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Note that the conduct code specifically addresses disruptive classroom conduct, which means “engaging in behavior that substantially or repeatedly interrupts either the instructor’s ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities.”

Appropriate Student Use of Class Notes and Course Materials:
Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Scholastic Dishonesty:
You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code:

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

) If it is determined that a student has cheated, he or she may be given an “F” or an “N” for the course, and may face additional sanctions from the University. For additional information, please see:

http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html

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The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty:

http://www1.umn.edu/oscai/integrity/student/index.html

. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Sexual Harassment:
“Sexual harassment” means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy:

http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html

Equity, Diversity, Equal Opportunity, and Affirmative Action:
The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy:

http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html

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Disability Accommodations:
The University is committed to providing quality education to all students regardless of ability. Determining appropriate disability accommodations is a collaborative process. You as a student must register with Disability Services and provide documentation of your disability. The course instructor must provide information regarding a course’s content, methods, and essential components. The combination of this information will be used by Disability Services to determine appropriate accommodations for a particular student in a particular course. For more information, please reference Disability Services:

http://ds.umn.edu/Students/index.html

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Mental Health Services:
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website:

http://www.mentalhealth.umn.edu

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RequiredText: Lester, J.D. & Lester, Jr., J.D. Writing Research Papers: A Complete Guide.

10th ed. New York: Longman, 2002.

Objectives:
Upon completion of this course, students will be able to:

· Write, demonstrating the process of writing, including prewriting, drafting, organizing, revising, and editing.

· Use writing as a means of thinking and learning, through the process of various drafts of each writing. Students will also demonstrate knowledge gained through reading and instruction.

· Evaluate the process of writing and writing strategies to solve particular writing problems and challenges.

· Demonstrate an awareness of the choices made in writing concerning audience, purpose, and content.

· Proofread effectively, which includes recognizing and correcting common grammatical, spelling, and punctuation errors.

· Critically analyze writing and articles in professional academic journals specifically for levels of formality, purpose, audience, reference to authority, and professional ethics

· Write at an academic/professional level, specifically in terms of summaries, and research papers in their various academic disciplines.

Requirements:
Persuasion Paper..………………………………………………………..200

DRAFT Research Paper………………………………………………….100

Final Research Paper…………………………………….…………….…400

In-class assignments………………………………….……………….…300

Grading Scale: 950-1000 = A

730-763 = C

900-949 = A-

696-729 = C-

866-899 = B+

662-695 = D+

832-865 = B

628-661 = D

798-831 = B-

595-627 = D-

764-797 = C+

594-(below) = F

Course Procedures:

Course Structure:

This course is broken down into three sections: Ethnography, Persuasion, Persuasion/Research. Please be sure that you follow every provided link on the Moodle page. Following the links in order will assure that you read the required material, and complete the required assignments as they need to be done. You will also see all provided lectures, paper requirements, and uploading links for all assignments and papers.

Instructor/Student Communication:

Email is the primary mode of communication in this course. If you have any questions, please email them to me directly at

mccoppin@umn.edu

and I will respond within 48 hours. I will also strive to grade and respond to all assignments, that were turned in on time, within one week on the Moodle system. I am also in my office MWF from 9:00-10:00 and 1:00-2:00, if you would like to call me at (218) 281-8273.

Student/Student Communication in Forum Postings and General Rules of Netiquette:

Each time you are asked to post to a forum, please look at the provided directions for the forum; oftentimes there will be specific questions that serve as response prompts and directly reflect your grade for that specific forum. Also please be respectful of your fellow students in your interactions with them on the provided forums; avoid offensive language or topics that you would not feel appropriate to use in the classroom.

Uploading Assignments to Moodle and Grading:

All assignments and papers should be uploaded directly into the Moodle system with the provided links. Moodle will be the means I use to grade all assignments, forum postings, and papers, as well as provide feedback on all submitted work.

Due Dates and Late Work:

All deadlines for assignments and papers are listed on this syllabus below, so please pay

attention to the dates posted. All late work will be penalized 10 points each day that it is late,

including Saturday and Sunday. No late work will be accepted at all if it is over one week late.

If you anticipate that you will have turn in an assignment late for an excusable reason, like an

Illness, documentation will need to be provided, like a scanned and email doctor’s note, in order

For you to not lose points for the late work. You should always me well in advance of any due

date to inform me of any issues that may arise.

http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Final Drafts: All final essays must be typed. Essays will be graded on

their general clarity of purpose, language, organization, detail, and coherence. Appropriate

spelling, punctuation, and grammar is expected on all work turned in. Excessive errors will result

in a lower grade. Papers that exhibit freshness of ideas and composition will be looked at with

special consideration.

Student Services: For Student Services –

http://www1.crk.umn.edu/currentstudents/

For the Academic Assistance Center –

http://www3.crk.umn.edu/services/academicassist/

Computer or Moodle Issues:

If you experience any computer or technical issue, please contact the computer helpdesk at (21*0 281-8000. If you experience any issues that pertain directly to Moodle, please contact Steve Hannah at (218) 281-8382 or

shannah@umn.edu

Special Needs: If a student has any disability, either permanent or temporary, which might affect her/his ability to perform in class, he/she is encouraged to inform the instructor at the beginning of the semester.   Methods and materials will be adapted or arrangements for tutoring will be made as required to provide students with equitable class participation. Please note the availability of mental health services if needed.

UMC’s Office of Disability Services, Owen Hall, 218-281-8587.

http://ds.umn.edu/Students/index.html

Mental Health Services

(UM Administrative Policy)

http://www.mentalhealth.umn.edu

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Additional University of Minnesota Policies:

Appropriate Student Use of Class Notes and Course Materials

(UM Administrative Policy)

http://www.policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

http://www.policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Equity, Diversity, Equal Opportunity, and Affirmative Action

(Board of Regents Policy)

http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html

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Policy for Granting an Incomplete:

University policy states that a student must have “successfully completed a substantial portion of the course’s work with a passing grade” in order for an incomplete to be given to the student “due to extraordinary circumstances” (UMC Catalog, p. 28).

Plagiarism: It is the responsibility of students to know that “The University of Minnesota has a primary concern with matters which impinge upon academic achievement and integrity”; therefore, scholastic dishonesty is a disciplinary offense actionable by the University: “. . . submission of false records of academic achievement; cheating on assignments, or examinations; plagiarizing; altering, forging, or misusing test materials without faculty permission; acting alone or in cooperation  with another to falsify records or obtain dishonestly grades, honors, awards, or professional endorsement.”

* If you have any questions, complaints, comments, concerns, anxieties, struggles, etc. please feel free to contact me in my office or by phone. I am here to help.

Assignments

1 – Persuasion
Introduction

Read Writing Research Chapters 1 and 2 “Writing From

Research” and “Finding a Topic”

Read Posted Library Discussion

Read Writing Research Chapter 3 “Gathering Data in

the Library” and Chapter 15i “Sample Paper in APA Style”

Read Posted Interview and Survey Discussion

Read Writing Research Chapters 6 and 7 “Organizing Ideas

and Setting Goals” and “Finding and Reading…Resources”

1. Persuasion in Advertisements Assignment

2. Logical Fallacies in Politics or Media Assignment

Read Posted Persuasion Discussion

3. Persuasion Paper Due and All (2) Persuasion Assignments Due by the middle of June

2. Persuasion/Research

Read Writing Research Chapter 8 “Practicing Academic Integrity”

Read Posted Research Discussion

Read Writing Research Chapter 4 “Searching the…Web”

Read Paraphrase, Summary, Quote Discussion

1. Paraphrase Journal Article Assignment

2. Thesis of final paper Due

3. Abstract of final paper Due

Read Writing Research Chapter 15 “Writing in APA Style”

4. APA Assignment

Read Writing Research Chapter 9 “Writing Notes”

Read Posted Notes Discussion

5. 6 Notes Due for research on final paper

Read Writing Research Chapter 10 “Drafting the Paper…”

Read Writing Research Chapter 11 and 12 “Blending

Reference Material…” and “Writing the Introduction, Body, and

Conclusion”

6. Oppositional arguments of final paper

Read Posted Example of a Formal Outline

7. Formal Outline for final paper Due

8. Preliminary References of final paper Due (22-26)

9. DRAFT of final paper Due (JULY 10, 2012)

Read Posted Background Checks Discussion

10. Background Checks of sources on final paper Assignment

Read Writing Research Chapter 13 “Revising…”

All Research Assignments Due throughout the month of July, as completed 11. *Final Research paper due by – July 24, 2012

Please Note: This syllabus is subject to change if circumstances warrant. So bring it to class each day to record necessary alterations.

Evaluation/Grades:

Grades will be determined by class participation and the timely completion and submission of assigned papers along with all of their various drafts. Since writing is a cumulative process, class attendance is expected.

An “A” paper is so well written that the reader feels an assurance that the writer knows what she/he is writing about. The paper’s information is clearly explained, organized, analyzed, evaluated and compared. The various drafts of the writing process reveal a development of thought, logic, and organization. Its sentences are varied and read aloud smoothly without hesitation or awkward pauses and are without clutter and repetition. The writer is in control of the grammar, punctuation, spelling, and mechanics in the writing.

A “B” paper has the same essential characteristics of an A paper except that some of the paper’s information may not be clearly explained, organized, analyzed, evaluated and compared. The various drafts of the writing process reveal a development of thought, logic, and organization, but the reader may not know how the writer achieved her/his conclusion. Sentences tend to be of the same length and do not always read aloud smoothly without hesitation or awkward pauses and may contain clutter and repetition. The writer sometimes lacks control of the grammar punctuation, spelling, and mechanics in the writing.

A “C” paper is adequate. While the information is adequate, it is not clearly explained, organized, analyzed, evaluated and compared. The writing reflects a writer in a hurry to finish a paper rather than a writer attempting to develop thought, logic and organization. Its sentences tend to lack variety and are often awkward. The writing does not read aloud smoothly without hesitation or awkward pauses and contains clutter and repetition. The writer tends to exercise poor control of grammar, punctuation, spelling, and the mechanics in the writing.

A “D” paper is a hasty, careless affair which is not clearly explained, organized, analyzed, evaluated and compared. The information is scattered and lacks the above qualities. The writing reveals a hasty attempt to satisfy the requirements of the assignment. The writer has difficulty drafting sentences of any complexity, and the writing reads aloud very roughly with many hesitations and awkward pauses and contains clutter and repetition. The writer generally has very little control of the material, grammar, spelling, or mechanics in the writing.

An “F” paper simply has not been done, is incomplete, or reveals the flaws of a D paper to a greater extent.

COURSE DESCRIPTION

(3 credits)

Reliability, predictive techniques, non-destructive testing, equipment effectiveness, operator/employee education, maintenance project management, failure analysis, troubleshooting methods, workplace safety. In conjunction I will be adding safety specific topics to complement the maintenance sections of the text. In addition I will be adding material to the weekly presentations that expand into other areas or topics that I have found may be of particular interest or benefit to the students.

TOPIC OUTLINE

This class will introduce you to each of the following concepts.

How to continually improve product performance and profitability during normal production schedules.

Benefits of planning

Preventative maintenance

Planning principals

Predictive maintenance

Scheduling principals

Workplace safety concepts & topics

Basic planning

Advanced scheduling

Daily scheduling & supervision

Forms & resource overviews

Role of the computer

RULES FOR THIS CLASS

The final exam will be issued as a take home open book essay format. You are to work on all exams individually.

Participation: You are expected to participate in each week’s discussion questions regarding the chapter or safety topic. Your responses should be well thought out and contribute to the overall topic for the week.

ASSIGNMENTS

I am pacing the class such that you should be able to cope with the work. A majority of the work will focus on reading the text, reviewing the presentations and participating in group discussions. I will also set up a space in Moodle where you will be able to exchange ideas and answer the questions found in the presentations. Exams will primarily be essay based as I really want to make sure you grasp the concepts and are able to articulate them. If you get behind in the work, making up later becomes almost impossible. Please note that all discussion responses for presentation questions must be completed within a 7 day period to receive full credit. Detail on all assignment along with due dates are located in the course website.

TOPIC OUTLINE (Reading Only; Assignments Look to Moodle Site)

Week 1

Introductions

Download Syllabus

Course Expectation

Palmer Chapter 1: The Benefits of Planning.

Week 2

Palmer Chapter 2: Planning Principals

Palmer Chapter 3: Scheduling Principals.

Additional Topic: Mistake Proofing

Safety Topic

Week 3

Palmer Chapter 4: What Makes the Difference and Pulls it all Together

Palmer Chapter 5: Basic Planning.

Safety Topic.

Week 4

Palmer Chapter 6: Advanced Scheduling.

Palmer Chapter 7: Daily Planning and Supervision.

Safety Topic.

Week 5:

Palmer Chapter 8: Forms & Resource Overview.

Palmer Chapter 9: The Computer in Maintenance.

Safety Topic.

Week 6:

Palmer Chapter 10: Consideration of preventive maintenance, predictive maintenance, and project work

Palmer Chapter 11: Control

Safety Topic.

Week 7:

Palmer Chapter 12: Conclusion

Midterm Due

Week 8:

Shirose Chapter 1: TPM & TPM Activities

Week 9:

Shirose Chapter 2: Tips for Managing TPM

Week 10:

Shirose Chapter 3: Managing Team Activities

Week 11:

Shirose Chapter 4: Keeping Activities Alive

Week 12:

Shirose Chapter 5: Making Effective Presentations

Week 13:

No Class This Week!

Week 14:

Shirose Chapter 6: The Workplacec Audit

Week 15:

Shirose Chapter 7: Tools for Team Activities

Week 16:

Shirose Chapter 8: Questions and Answers

Week 17:

Final Exam

General Notes:

I will post discussion questions and the weekly presentations to the website as early as I can throughout the semester. Not all of the material for the entire course will be available immediately. I will make every effort to check the website daily and respond to assignments or questions as quickly as possible. I generally will not respond on weekends or past 8:00pm on week nights. If for any reason you are not getting a response quick enough from me on the website (issues do arise) please contact me through my work email of simply give me a call.

ASSESSMENT/EVALUATION METHODS

Midterm 100

Class Participation (Discussion Responses) 40

Final Exam 100

TOTAL 240

Grade Scale:

Grade

Grade points

C+ = 77 – 79%

2.33

A = 93 – 100%

4.00

C = 73 – 76%

2.00

A- = 90 – 92%

3.67

C- = 70 – 72%

1.67

B+ = 87 – 89%

3.33

D+ = 67 – 69%

1.33

B = 83 – 86%

3.00

D = 60 – 66%

1.00

B- = 80 – 82%

2.67

F = < 60% 0 GRADE DESCRIPTORS

A 4.00 Achievement that is outstanding

B+ 3.33 Achievement that is above the level necessary to meet course requirements

C+ 2.33 Achievement that meets course requirements

D+ 1.33 Achievement worthy of credit even though it fails to meet course requirements

DESIRED LEARNER OUTCOMES

Upon completion of BM 3006, students should be able to:

Make a contribution to their current or future employer’s maintenance & safety efforts

TEXT

Maintenance Planning and Scheduling Handbook by

Richard D. Palmer

,

Doc Palmer

Publisher: McGraw-Hill Companies, ISBN-13: 9780071457668; Edition Number: 2

TPM Team Guide by

Kunio Shirose

. Publisher: Productivity Press Inc. ISBN-13: 9781563270796

ENCOURAGING DISCLOSURE

Students who have any disability, which might affect their performance in this class, are encouraged to seek help from the instructor at the beginning of the quarter.

“This material is available in alternative formats upon request to students with disabilities. Please call UMC Printing at 281-8401.”

Individual Studies (BM 3804)

INSTRUCTOR

Chris Robberts
247 Dowell Annex
218-281-8144
Email: crobbert@umn.edu

COURSE DESCRIPTION

Topic related to student’s major not covered in regular offered courses (1 to 3 credits can be
repeated for a maximum of 6 credits).

COURSE PREREQUISITES

Junior status or approval of instructor

LEARNING OUTCOMES

Upon completion of the project you will be able to:

 Develop a topic that you want to research

 Perform a thorough literature review of the available literature using the online library
database

 Write an outline of the proposed project

 Complete the manuscript

STEPS IN THE WRITING AND DEVELOPMENT PROCESS

Upon completion of BM 3804, students should have gained in-depth knowledge of the topic
that was investigated by doing the following:

 A thorough literature survey to gain knowledge

 Analyzing the information and ensuring that all information pertaining to the study is
retained while additional information is discarded. Many good projects are buried in an
overdose of peripheral information

 Discuss interim findings with the advisor for comment and input

 Present the final document
The final report will be written using the APA style of referencing. I expect at least 30 pages

double spacing Times New Roman, 12 point font per credit.

For 3 credits the final report will be 90 pages or more.

SCHEDULE OF ASSIGNMENTS

Project agreement = 10 points
Literature survey = 30 points
Interim reports = 3 X 10 = 30 points
Final report = 30 points

mailto:crobbert@umcrookston.edu

Total Points for the Course = 100

I expect about 30 pages double spaced using Times New Roman 12 point font per credit in

the final report. That means that a 3 credit value report will be at least 90 pages long with cover
and index pages.

GRADE SCALE

Grade Grade
points

C+ = 77 –
79%

2.33

A = 93 –
100%

4.00 C = 73 – 76% 2.00

A- = 90 –
92%

3.67 C- = 70 –
72%

1.67

B+ = 87 –
89%

3.33 D+ = 67 –
69%

1.33

B = 83 – 86% 3.00 D = 60 –
66%

1.00

B- = 80 –
82%

2.67 F = < 60% 0

PENALTIES FOR LATE WORK

All reports must be submitted by the deadline as negotiated.
Extension of the period of work will be granted only if at least 50% of the materials have

been received. If an extension is agreed upon the penalty for late work will also be extended to
accommodate the circumstance.

I expect the interim reports at the end of 5 weeks, 9 weeks and 12 weeks. Late work will be
penalized at 5 points per week.

POLICY STATEMENT ON ASSIGNMENTS AND REPORTS

Submission of all the assignments is compulsory and they must be completed before the
end of the semester.

TECHNOLOGY REQUIREMENTS

This is an online course that requires extensive use of the computer connected to the
Internet. Because some of the material is bandwidth intensive a broadband/high speed
connection will enhance the learning experience. To complete required assignments, the
following software is required:

1. An Internet Browser – Google Chrome provides the highest level of compatibility.
Microsoft’s Internet Explorer at times may have technical challenges to overcome.

2. Use of the University of Minnesota, Crookston e-mail account
3. Microsoft Office – with Word and Excel, an excellent basic Office package can be

purchased at Wallmart or any local store for about $120.
To purchase MS Office software from the University at a much reduced price go to:

http://www.oit.umn.edu/utools/all-software/microsoft-office-125161.html

You will also need an e-mail system where you will be able to get and send messages and
attachments.

WHAT THE UNIVERSITY REQUIRES FROM YOU

To be a successful student and get the most out of the Logistics and Supply Chain
Management class you are expected to:

• Participate Positively: Prepare for each session by reading the appropriate chapter.
Work on the subject at least five days a week for at least one and a half hours. Regular work of
shorter duration is more beneficial than an extended period once a week.

• Accomplish Scholarly Work: Complete assignments and projects on or before the due
dates and take and complete all quizzes, tests and the final exam on time.

• Scholastic Ethics: Cheating, plagiarism, etc. of any type are not allowed and are grounds
for receiving an “F” in the course.

PREPARATION, PARTICIPATION, AND ATTENDANCE

To you to get the full benefit from the class you will have to stay on track with the work.
Fifteen weeks go by soon and there will be no time for procrastination. After deciding what you
want to do for the individual studies class, start finding appropriate sources from the library and
see what is available.

Getting started is the biggest problem with Individual Studies as it is for any project. Do not
allow this process to continue after week 2.

In this class you are really on your own and I will just help with guidance..

HONOR SYSTEM

I assume that your personal integrity is sufficient that in academic matters you will own your
own work without unauthorized help from any other source. Academic integrity is essential to a
positive teaching and learning environment. All students enrolled in University courses are
expected to complete coursework responsibilities with fairness and honesty. Failure to do so by
seeking unfair advantage over others or misrepresenting someone else’s work as your own can
result in disciplinary action.

SCHOLASTIC DISHONESTY

You are expected to do your own academic work and cite sources as necessary. Failing to do
so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or
examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or
using test materials without faculty permission; submitting false or incomplete records of
academic achievement; acting alone or in cooperation with another to falsify records or to
obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or
misusing a University academic record; or fabricating or falsifying data, research procedures, or
data analysis. (Student Conduct Code:
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html ) If it is
determined that a student has cheated, he or she may be given an “F” or an “N” for the course,
and may face additional sanctions from the University. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html .

The Office for Student Conduct and Academic Integrity has compiled a useful list of
Frequently Asked Questions pertaining to scholastic dishonesty:

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html

http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions,
please clarify with your instructor for the course. Your instructor can respond to your specific
questions regarding what would constitute scholastic dishonesty in the context of a particular
class-e.g., whether collaboration on assignments is permitted, requirements and methods for
citing sources, if electronic aids are permitted or prohibited during an exam.

I reserve the right to treat each case of scholastic dishonesty individually, but typical actions
that could be carried include any or all of the below if plagiarism or cheating is detected:

• Receive an F on the assignment
• Receive an F for the course
In addition, if a student has offended more than a single occasion, University administration

may take additional action, including:
• the loss of athletic or other privileges
• expulsion from school
Cheating is an unpleasant subject for which I have zero tolerance. My policy is simple, if I

catch you cheating, you fail the course.
All quizzes and exams are intended to be taken with all possible help from the textbook and

other materials. I will drop a number of the lowest quiz scores. They will be designed to assist
the student in preparing for the examinations. Their combined weight will be 100 points.

STUDENT CONDUCT CODE

The University seeks an environment that promotes academic achievement and integrity,
that is protective of free inquiry, and that serves the educational mission of the University.
Similarly, the University seeks a community that is free from violence, threats, and intimidation;
that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests
of the University; and that does not threaten the physical or mental health or safety of members
of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student
Conduct Code. To review the Student Conduct Code, please see:
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html .

Note that the conduct code specifically addresses disruptive classroom conduct, which
means “engaging in behavior that substantially or repeatedly interrupts either the instructor’s
ability to teach or student learning. The classroom extends to any setting where a student is
engaged in work toward academic credit or satisfaction of program-based requirements or
related activities.”

APPROPRIATE STUDENT USE OF CLASS NOTES AND COURSE MATERIALS

Taking notes is a means of recording information but more importantly of personally
absorbing and integrating the educational experience. However, broadly disseminating class
notes beyond the classroom community or accepting compensation for taking and distributing
classroom notes undermines instructor interests in their intellectual work product while not
substantially furthering instructor and student interests in effective learning. Such actions
violate shared norms and standards of the academic community. For additional information,
please see: http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html .

SEXUAL HARASSMENT

“Sexual harassment” means unwelcome sexual advances, requests for sexual favors, and/or
other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

unreasonably interfering with an individual’s work or academic performance or creating an
intimidating, hostile, or offensive working or academic environment in any University activity or
program. Such behavior is not acceptable in the University setting. For additional information,
please consult Board of Regents Policy:
http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html

EQUITY, DIVERSITY, EQUAL OPPORTUNITY, AND AFFIRMATIVE ACTION

The University will provide equal access to and opportunity in its programs and facilities,
without regard to race, color, creed, religion, national origin, gender, age, marital status,
disability, public assistance status, veteran status, sexual orientation, gender identity, or gender
expression. For more information, please consult Board of Regents Policy:
http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html .

DISABILITY ACCOMMODATIONS

The University is committed to providing quality education to all students regardless of
ability. Determining appropriate disability accommodations is a collaborative process. You as a
student must register with Disability Services and provide documentation of your disability. The
course instructor must provide information regarding a course’s content, methods, and essential
components. The combination of this information will be used by Disability Services to
determine appropriate accommodations for a particular student in a particular course. For more
information, please reference Disability Services:
http://ds.umn.edu/students/Enrolled/responsibilities.html .

MENTAL HEALTH SERVICES

As a student you may experience a range of issues that can cause barriers to learning, such
as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty
concentrating and/or lack of motivation. These mental health concerns or stressful events may
lead to diminished academic performance and may reduce your ability to participate in daily
activities. University of Minnesota services are available to assist you. You can learn more about
the broad range of confidential mental health services available on campus via the Student
Mental Health Website: http://www.mentalhealth.umn.edu .

ACADEMIC FREEDOM AND RESPONSIBILITY

Academic freedom is a cornerstone of the University. With the scope and content of this
course as defined by your instructor, it includes the freedom to discuss relevant matters in the
classroom and online. Along with this freedom comes responsibility. Students are encouraged to
develop the capacity for critical judgment about matters of opinion, but are responsible for
learning the content of the course of study for which they are enrolled.

Reports of concerns about academic freedom are taken seriously, and there are individuals
and offices available for help. Contact your instructor, Department Chair, your adviser, or the
Vice Chancellor for Academic Affairs if you have academic freedom concerns.

http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html

http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html

http://ds.umn.edu/students/Enrolled/responsibilities.html

http://www.mentalhealth.umn.edu/

Course Description:

Provide students with the tools to understand and apply concepts of accounting and finance to management of a business entity.

Course prerequisites:
Acct 2102, Econ 2102, Math 1150 or permission of the instructor.

Course goals,objectives, and expectations :

Upon successful completion of this course, the student will have:

1. Explain the role of financial management in a business organization and assess the impact of taxes, depreciation, and interest rates on business planning.

2. Demonstrate an understanding of the principles of time value of money, relationship between risk and return, importance of cash flow, cost of capital, and stock bond valuations.

3. Demonstrate ability to recognize, define and understand business financial situations/problems and opportunities through analysis of stockholder reports, income statement, balance sheets, statement of retained earnings, statement of cash flows, and pro-forma statements.

4. Explain how a business interacts and is affected by its environment.

5. Exhibit an understanding of the legal issues/regulations that impact the business/financial environment.

6. Demonstrate ability to create, gather, integrate and analyze electronic and non electronic information/financial data.

7. Illustrate the capital budgeting process and formulate prudent capital budgeting decisions.

8. Differentiate between short term and long term financing needs and choose between the various equity and debt instruments available.

Textbook:
Foundations of Financial Management, 14th edition, Block, Hirt, & Danielson, McGraw Hill Publishing Company, 2011, ISBN 978-0-07-7477578 with Connect Finance. An E version of the textbook is also available on the Connect website you may purchase instead of a paper book. MAKE SURE YOU PURCHASE ACCESS TO CONNECT FINANCE!!!!!

Technology

This  course  requires extensive use of the computer connected to the Internet. Because some of the material is bandwidth intensive a broadband/high speed connection will enhance the learning experience. To complete required assignments, the following software is required:

Requirement:

1. An Internet Browser – Firefox provides the highest level of compatibility. Microsoft’s Internet Explorer at times may have technical challenges to overcome.
2. Use of the University of Minnesota, Crookston e-mail account
3. Microsoft Office – with Word, Excel, Powerpoint or equivalent software that is file compatible 
 

 Grading Related Policies:

 
Chapter Questions & Discussions: 10% of grade

 Homework Problems:                  30% of grade

 Quizzes:                                     20% of grade

 Tests:                                        40% of grade

 Grading Scale:

· A   91-100

· A-  90

· B+  89

· B    81-88

· B-   80

· C+  79

· C    71-78

· C-   70

· D+  69

· D    60-68

· F     0-59

Attendance Monitoring: – Be aware that I regularly monitor your attendance in this class. Moodle provides faculty with a comprehensive report on when you visit the course site, what materials you have looked at (including each discussion posting of fellow students), and how much time you have invested in the materials for the course. It is my expectation that I will see regular, daily involvement and will consider you involvement as a subjective assessment in the determination of a final grade for this course.

Penalties for late work: I request that all assignments, discussions and exams be submitted by the deadline defined so that you will be able to finish this class on time, but I do understand busy work schedules. The deadlines listed in this Moodle site are firm deadlines. I do penalize for work that is submitted after the deadline. I also rarely grant a student an incomplete,or more time after a semester ends. The last day of instruction is a hard deadline. At no time will I grant an incomplete unless a student has completed at least 50% of the required course work, and then only for a very good reason. Simply waiting to the end of the semester to submit your work is not an acceptable excuse.  Without this work finished, no incomplete can be considered.

Make-up Work:
Students are expected to submit assignments, respond to discussions, and take exams at the times scheduled in the syllabus. Possible exceptions include serious illness, family emergency, or a legitimate conflict with recognized University activities. If these apply, contact Mr. Bulie so that he has an understanding of the challenges you are encountering as you work through the course.

Extra credit:
No extra credit opportunities are available in this class. Should Mr. Bulie determine the need to offer extra credit, all students will have equal opportunity to complete the optional work.

How to dispute a grade for an assignment or exam:
If you wish to dispute the grade assigned to a paper or a question on an exam, you must do so IN WRITING, or by e-mail, within 24 hours after the exam or paper has been returned. You must include a specific rationale for why your answer is correct, or why the assignment deserves a higher grade. “I think I deserve a better grade” does NOT constitute a rationale.

Final Examination Schedule:

Exams will be conducted online on the Connect Accounting site.

Course Expectations

Academic workload policy:
This class is demanding. Students are expected to accomplish a number of tasks, including a considerable amount of reading. University of Minnesota undergraduate students are expected to spend about 10-15 hours per week on this class.

Communications: – As this course moves along, there will be times that you may want to contact your professor directly by email. You can expect a reply from him within 24 hours / 7 days a week. You may also reach Mr. Bulie over Skype at ken.bulie (you will first need to request that he add you to his access list), or by calling his office telephone at 218-281-8194.

Student Conduct:

The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights,opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

 As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code . To review the Student Conduct Code, please see:

http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

. Mr. Bulie may exercise the option of deleting a discussion posting or shared course materials should he feel there is a genuine concern. Students will be notified through email of any deletion with an explanation.

Teaching Methods Used in the Class:
– This has course has online & on campus sections, supported with online discussions, reading and writing assignments, and other traditional assessment activities. I will also ask students to examine and discuss emerging business topics that will lead students to a deeper understanding of the nature of federal taxation.  

Statement on class preparation and interaction:

EXPECTATIONS
You can expect me to:

· Plan the course AND alter that plan as needed. I believe the best curriculum comes from the student. That means that we will take advantage of unforeseen events that capture our interest, and then juggle the class topics as necessary.

· Give you feedback. I take the assignments in this class seriously, and have made giving feedback a priority.

· Bring my expertise into the online & in class classroom.

· Be patient when you are struggling with ideas. To me, the struggle reveals that learning is taking place.

· Provide clarity when the struggle gets too strong.

· Be open about options. I think it’s great when students bring ideas of how to form a class session or perhaps request a topic.

· Treat you, as adult learners, with the related style of respect.

Here is what I expect from you:

· Daily and Weekly participation in online class discussions.

· Effort to make this class your own. In other words, what will you do to foster your learning?

· Completion of all assignments including the reading.

· College-level quality writing: legible and proofread.

· Thorough preparation for examinations.

· Honesty.

· Courage. Courage to challenge what you read or hear (even from me). Courage to talk with me if there are concerns before they become burdensome.

Statement on academic integrity:
Academic integrity is essential to a positive teaching and learning environment. All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty. Failure to do so by seeking unfair advantage over others or misrepresenting someone else’s work as your own, can result in disciplinary action. The University Student Conduct Code defines scholastic dishonesty as follows:

· SCHOLASTIC DISHONESTY: submission of false records of academic achievement; cheating on assignments or examinations; plagiarizing; altering, forging, or misusing a University academic record; taking, acquiring, or using test materials without faculty permission; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement.

· Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to an including an “F” or “N” for the course. If you have any questions regarding the expectations for a specific assignment or exam, ask.

Plagiarism:
The definition of plagiarism is to use another person’s work (words or ideas) without giving clear credit to the source of that information. Plagiarism can be intentional and unintentional.

Intentional plagiarism is cheating. This is when you copy the work of another and call it your own.This includes copying from a book, journal, web page, another term paper, or any other source. Things such as art, graphics, poetry, data, text, computer programs and code, web sites, music and other creative expressions are included as things that can not be copied without proper citing or permission.

Plagiarism is stealing the work of another and then trying to deceive another into believing that work was done by him/her.

Unintentional plagiarism is also cheating. This happens when a writer does not intend to plagiarize, but fails to cite the sources of the information that they use correctly.

All incidents of plagiarism in this course will be written up and submitted to the UMC Vice-chancellor or Academic Affairs in accordance with UMC policy. The professor in this course reserves the right to treat each case individually, but typical actions that could be carried out by Professor Brorson include any or all of the below if plagiarism is detected:

· Receive an F on the assignment

· Receive an F for the course

In addition, if a student has offended more than a single occasion, University administration may take additional action, including:

· the loss of athletic or other privileges

· expulsion from school

Additional UMC information on Academic Dishonesty may be found at

http://www.crk.umn.edu/campusinfo/policies/dishonst.htm

.

Appropriate Student Use of Class Notes and Course Materials:
Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see:

http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Use of Personal Electronic Devices:
While the use of personal electronic devices is not much of an issue in online classes, whenever a real time class video conference takes place, using personal electronic devices other than your personal computer is prohibited. Devices such as cell phone engaged in texting can hinder instruction and learning, not only for the student using the device but also for other students in the class. For complete information, please reference:

http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Equity,Diversity, Equal Opportunity, and Affirmative Action:
The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy:

http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html

.

Accommodations for students with disabilities:
It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Professor Brorson to discuss their individual needs for accommodations.

Sexual Harassment:
“Sexual harassment” means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy:

http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html

Academic Freedom and Responsibility
– Academic freedom is a cornerstone of the University. With the scope and content of this course as defined by your instructor, it includes the freedom to discuss relevant matters in the classroom and online. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgement about matters of opinion, but are responsible for learning the content of the course of study for which they are enrolled.
Report of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact your instructor, Department Chair, your adviser, or the Vice Chancellor for Academic Affairs if you have academic freedom concerns.