My expectations in this area are simple and straightforward. I see our class as a community of
learners. I too am a learner in our community. In most communities we learn the norms of
behavior (e.g., expectations) over a period of time. We only have a short 14 weeks together and
my set of expectations is intended to get us off on the right foot. We will grow through this
Let’s start off by recognizing that we have a common objective of learning. In that regard, we
should work together as a TEAM throughout the semester. What and how we learn will be
different for all of us. It is important to recognize that we will learn more with some simple
guidelines. In no particular order I expect:
This means actively listening, not interrupting when someone else is speaking
(e.g., taking turns), no side bar discussions (e.g., only one conversation at a time),
sharing, and using opportunities to teach and not show off your knowledge.
This means exploration not attack, cooperation not competition, assertiveness not
aggression, differences of opinion not disputes, and acceptance not tolerance. It
means coming to class on time and prepared to engage your fellow learners in a
meaningful dialogue and exchange of ideas about the material assigned for that
day’s class session.
Willingness to take risks and to fail (individually and as a group)
We all fail at times, some by trying and others by not starting. I will make
mistakes in class and so will you. That’s O.K. The important thing to consider is
not the mistake, but what we learn from the mistake and how we change our
perspectives or behaviors afterwards. (We will revisit this concept at several
points during the semester.) The best hitters in baseball have about a 0.350 batting
average. Just think, they earn millions for failing about 650 times for every 1000
times they go to bat!
Appreciation of diversity
We all have different backgrounds (e.g., where we live, experiences, education),
personalities, learning styles, frames of inquiry, and ways of seeing the same
information. We need to use these differences as strengths for learning about
ourselves, our skills, the way we interact with others and the course content. I
expect that we will have differences of opinion. It is acceptable to disagree as
long as we are not disagreeable. On more than one occasion, you may agree to
disagree. I expect all of us to accept (This is considerably beyond tolerance.) these
differences. I also expect all of us to examine these differences as a way of
challenging our own personal viewpoints and behaviors.
Invest in your own learning
You are responsible for your own learning. (Refer to the Teaching Method and
Philosophy section of my web page.) Be an active participant in your coursework.
You do this by:
(Read the assignments, analyze their meaning to you, and extend the analysis with
conclusions, generalizations, and predictions.)
Speaking in class and in your Team meetings
One of the best ways that you can teach me is if you tell me how you interpret a
concept or its application. Then I can evaluate your input and add to my
understanding. This is an integral part of the learning process. (Read my class
participation expectations for a more detailed explanation of what I expect from
you when you speak in class.)
We can reasonably expect only one of us to speak while the others listen.
Experience has taught me that active listening is the most important skill that any
person can acquire. It takes constant practice to keep this skill sharp. Active
listening involves more than the typical auditory signals (e.g., words, phrases,
vocal inflections). It involves visual cues, listening for the unstated message,
trying to understand the emotional undertones and so much more. (As a starting
point, I suggest Deborah Tannen’s book You Just Don’t Understand.) The more
experience I gain, the more I realize that active listening is one of the most
important skills that we can attain. It requires constant practice to keep this skill
sharp. The other point to consider, but not use as an excuse for not speaking in
class, is that we have two ears and one mouth for a reason. Use one set at least
twice a often as the other.
These behaviors are among the highly desirable traits sought by business professionals hiring
new college graduates. (Refer to my web page for a list of these traits.) Like any skill, an early
start and constant practice enables you to perform at a higher level. I will use the process portion
of your class participation performance measure to gauge your behaviors. Your peers will also
provide some feedback as part of your Team participation grade.
Expected Preparation for Class
My web page provides you with several tips (e.g., Case analysis tips, a sample chapter outline) to
help you prepare the assigned material. (You should also visit the text home page and review the
preparation advice the authors have for you.) I have acquired these tips from a number of diverse
sources and provide them for your use.
Through the course of the semester I expect each student to read the assigned chapter or note and
to prepare the case prior to coming to class. I will begin each class by answering questions about
the chapter material. For example, I may ask if anyone has a particular concept that they would
like to review. After answering these questions, we will move onto the assigned case for the day.
I expect each student to know the facts of the case and to be able to explain (from your
perspective) how the chapter material applies to the case. As the semester progresses, the
questions we pose will require you to integrate material from earlier chapters and to extend your
analysis with conclusions, recommendations and predictions.
This course requires each student to be a member of a team. In the classroom and business
community, success rests on the contribution each member makes to the group. The Team
concept will enable you to examine your interpersonal skills, team building, leadership style and
their contribution to your Team's culture. Your peers will evaluate you on these attributes as well
as your analytical contributions.
Students may select their team members. The team composition cannot exceed six (6) class
members or be less than four (4) members. Each Team will submit a written contract
(Assignment 3) per the schedule. This contract can address topics such as participation,
composition, responsibilities and decision-making processes. The contract MUST address
specific provisions (e.g., mission, objectives, notification process, voting requirements, grounds
for removal) for removing a member of the Team and for a Team member voluntarily leaving
one Team and joining another Team. The web page provides several examples of Team
contracts. You may choose to use these examples in full or adopt only the portions that match
your Team’s needs and desires.
This course emphasizes three of the four communication skills: writing, listening, speaking, and
reading. All of the performance measures include one or more of the communication skills. Class
participation, exercise discussions and the case discussions are opportunities to develop, practice,
and reinforce your speaking and listening skills. The Module assessments and written Business
Plan reinforce your writing skills. Writing for business requires the same attention to
organization, clear thinking, sentence structure and attention to spelling and grammar. Writing
for business is different in its structure and format. For example, business writing usually
includes a short summary of conclusions and recommendations at the beginning of the report or
includes detailed analyses as attachments. (The Writing Center is a resource that you should use
as early as possible in preparing your writing assignments. I will include the elements of good
writing (e.g., spelling, grammar) as a part of your written performance measurement.
Critical-thinking and decision-making
The case discussion approach will require you to go beyond the basic ability to read, remember
and recite course content material. The questions we ask and attempt to answer will lead us into
the levels of thinking Bloom suggests. (Refer to the web page Teaching Method and Philosophy
section.) Your ability to think critically will add depth and breadth to your decision-making
processes. Time permitting, we may also discuss a separate note on types of decision-making.
Computer literacy is quickly becoming a basic expectation for college graduates. Although many
of you are highly computer literate, only two years ago one-half of our graduating Business
Seniors had even rudimentary knowledge of basic software applications and experience on the
Internet. Over the next few years you can expect greater emphasis on computer skills as basic
tools. Using these tools will free you from mundane calculations and information searches so
you can spend your valuable and scarce time on analysis, critical thinking and decision-making.
To ensure that all of you have basic computer skills, I am requiring you to submit all of your
assignments by email, use the Internet, visit the computer lab to use the Accounting and Finance
CD-ROMs , and use Power Point to make the Business Plan presentation.
Timely and professional submittals
Businesses operate with fixed deadlines. To prepare you for your eventual transition to a
business career, I will also run this course with fixed deadlines. Because you will submit your
assignments as email attachments and you know (at the beginning of the semester) what each
submittal requires, I will not accept any submittals after noon on the day that the assignment is
The second expectation is that you will follow the written report guidelines listed on the web
You have invested considerable resources (e.g., time, energy, emotions, money) in this course. If
learning was the primary objective, what do you know now that you did not know before you
started this course. To one degree or another, you have hopefully learned about yourself, your
skills and respective proficiency levels, your ability to work in a team, and about businesses, and
Specifically, you should be able to conduct and present a detailed analysis of a firm. This will
analysis will include: identifying the issues the firm faces, analyzing the external forces
impacting the firm, recognizing the company's current strengths, weaknesses, opportunities and
threats; and preparing recommendations and implementation plans. Your analysis, presentation
and written report, develops and reinforces essential skills for top employees.
You are the best person to truly make this determination. The performance measurement criteria
are another set of references for you to make this assessment. I will administer an exit
competency quiz during the last class of the semester to help me determine which parts and
concepts of the course I need to emphasize to a greater or lesser degree.
I expect you to comply with Salem State College's academic policies. These are listed in the
student catalog. To clarify the College's policy on academic integrity, I offer the following links
borrowed from Dr. Aske's (Foreign Language Department) web page.
1. In the state of Massachusetts, it is a misdemeanor for any person, firm or corporation to
conduct business for the preparing, selling, distributing, or advertising of term papers,
dissertations, or other writings for submission by a person other than the author to any
academic institution as a requirement for the completion of a course or the awarding of a
2. Direct quotes must be placed in quotation marks and footnoted. No alteration of a direct
quote is permissible unless the alteration is clearly indicated. An idea taken from a known
source, even if rewritten in the student's own words, must be footnoted. If the idea is
found in the entire paragraph, footnote the entire paragraph. The same applies to a long
incorporation of a borrowed idea.
3. A distinctive arrangement of facts, including diagrams, tables and outlines should also be
4. Statements of opinion and criticisms should either be precisely quoted or paraphrased
with any characteristic phrasing or wording in quotation marks. In either case, a footnote
must be used.
5. Some points to remember are:
a bibliography is not a substitute for footnotes.
follow the instructions of the professor as to the precise form of each paper and
the footnotes preferred.
take careful notes, preparatory to writing a source theme and indicate sources,
direct quotes and page numbers. This greatly reduces the chance of accidental
When in doubt, footnote!
(Adapted from the Douglass College Redbook, found at this page)
Here are some resources for you to understand what the issues are.
A definition of Plagiarism
PLAGIARISM: What it is, and How to Avoid It
Policy on Academic Integrity for Undergraduate and Graduate Students Rutgers
University, New Brunswick Campus
Use and Acknowledgement of Sources, Duke University
Academic Integrity statement at Babson College
Assignment on Plagiarism: created by Paul C. Smith at Alverno College
University of Nebraska Graduate College statement
Academic Integrity at Northwestern
Avoiding Plagiarism, by Sharon Williams
School of Social Work University of Minnesota, section on plagiarism in the Ph. D.
The University of Michigan - Student Academic Affairs: What is plagiarism?
Ohio State African American and African Studies: Policy Concerning Plagiarism and
Plagiarism: What It is and How to Recognize and Avoid It
An Antidote to Plagiarism for grade 5-10 students
Documenting Electronic and Traditional Sources: A Lesson in Research for middle/junior
Writing: Plagiarism Advice for Lessons suggestions for teachers
Cut-and-Paste Plagiarism: Preventing, Detecting & Tracking Online Plagiarism for
Educators Fighting a Web of Deceit
The Instructor's Guide to Internet Plagiarism
Thanks to the Network Nugget Listserve for many of these links. Network Nuggets is a free
service of the Community Learning Network (http://www.cln.org/) and Open School
(http://www.openschool.bc.ca/). By means of Anthea Tillyer firstname.lastname@example.org.