Engagement

Engagement, i.e., attendance, preparation, participation and successful, and timely, completion of course deliverables, is mandatory. You will not succeed in our course if you do not engage.

It’s that simple.

Your performance will improve if you attend class regularly, are well prepared AND participate effectively in the learning environment, whether F2F or digital.

Yes  … it IS that simple!

You are an important part of the team, including your professor and classmates, that create an effective learning environment. Your engagement in our course learning environment plays a significant role in my assessment of your performance, in other words, the grade you earn in our course. Our course will demand a substantial investment of time and effort and so will require a significant amount of preparation. You need to be self-motivated and stay on task in order to succeed. Dr. Jeffrey Bennett has developed some terrific “Hints on How to Succeed in College Classes” that I strongly suggest you review before we begin our course.

I will take attendance every time we meet in class. I will even take attendance if we have a class meeting in a virtual environment using a video conferencing platform. While our meetings will consist of both lectures and discussions, I am not a big fan of the “Sage on the Stage” model of teaching. Discussion will be the primary form of interaction in our course. Of course, those discussions will be both F2F and digital. We will use a variety of technology supported platforms to support or interactions, both in and out of class meetings. Your engagement in our digital discussions, whether enrolled in a F2F or web-based course, will also be an important part of my assessment of your performance.

Remember … if you are consistently unprepared, or even underprepared, it will be very difficult to take full advantage of our course learning environment. That lack of engagement is a lost opportunity for you and will reflect poorly when I assess your performance.

The Engagement Rubric below has been adapted by Professor Sara Calhoun Davis from The Teaching Professor and forms the basis of assessment of your course engagement.

Engagement Rubric

A

B

C / D

F

Peer Interaction

Actively supports, engages, and listens to peers (ongoing)

Makes a sincere effort to interact with peers (ongoing)

Limited interaction with peers

Virtually no interaction with peers

Preparation

Fully prepared for every aspect of the course

Mostly, if not fully, prepared (ongoing)

Preparation is inconsistent

Rarely or never prepared

Participation

Plays an active role in discussions (ongoing)

Participates constructively in discussions (ongoing)

When prepared, participates constructively in discussions

Comments vague if given; frequently demonstrates lack of interest

Contribution to Class

Comments advance level and depth of dialogue

Relevant comments are based on assigned material

When prepared, relevant comments are based on assignments

Demonstrates a noticeable lack of interest on occasion

Group Dynamics

Group dynamic and level of discussion are often better because of student’s engagement

Group dynamic and level of discussion are occasionally better, but not worse, because of student’s engagement

Group dynamic and level of discussion are sometimes disrupted by student’s engagement

Group dynamic and level of discussion are often disrupted by student’s engagement

You can influence my assessment of your course engagement in a positive way by
  • Becoming more active and/or making more effective comments that raise overall level of discussion and set examples for others, and
  • Asking thoughtful questions that will enhance discussion and engage peers, and
  • Listening carefully to, supporting, and engaging your peers in discussion. This will essentially improve others’ learning experience.
That said, you can also influence my assessment of your course engagement in a negative way if you
  • Do not engage in the course regularly, through attendance, preparation and participation, even though you meet attendance requirements. Even though you may have submitted assigned work, your contribution will not have added to the course discussion, or
  • Dominating discussions, thereby restricting others’ participation, and
  • Disrupting others’ opportunity to listen and/or participate, or
  • Making negative, offensive, and/or disrespectful comments during discussions, or
  • Violating the privacy of individuals, or
  • Using electronic devices such as, but not limited to, a cell phone, tablet, or computer for personal or unrelated coursework during class unless instructed to do so. There are no exceptions.

LFB: Deliverables

You are responsible for completing the following deliverables this semester.

Engagement

Success in this course will require you to do more than simply appear in class twice a week and answer an occasional question. In business, that is called just “meeting expectations”, the lowest level of achievement. I expect that all of my students are prepared to actively participate in our in-class, and digital, discussions since that is a key way to learn as much as possible. Please review the protocol necessary for all of our remote meetings before we meet.

This course is about active, on-the-field engagement, not one focused primarily on lectures. We will focus on assigned cases using the Socratic method to engage with, and learn, the course material. That will require you to complete the Before We Begin deliverables found in the Schedule. Assessment of your preparedness and engagement may include your performance on unscheduled content quizzes.

Please review the Engagement Rubric in the Engagement page of the Policies section of this site.

Success Plan

Complete this deliverable by posting your plan to the #success channel in Teams.

Your first deliverable will be the development of a plan describing the specific steps/actions you must take that you believe are necessary for success in this course. The end-in-mind of this effort is for you to provide the path/process that you choose to address the challenges and opportunities for growth and learning that this experience presents. It is intended, also, as your definition of the template you will utilize throughout your personal and professional life in undertaking challenging situation, issue and other major confrontations. Your submission, in a minimum of 750 words, should address the suggestions for success described here. Remember that you are using a digital platform to complete this deliverable so be sure to review my advice on writing on digital platforms. Never post a Word or Google doc.

Course Blog

Post your comments in the Course Blog that I maintain for my courses.

I post items of interest that are relevant to the material covered in my courses. The materials in the posts will be discussed over the course of the semester in class and on-line. You are responsible for keeping current on the posts to the blog and providing comments. The submission schedule is included in the Schedule. My goal is to encourage an active discussion between and among all of my students related to the events of the day. And remember … it is a public blog … be certain that your comments comport with the etiquette requirements described in the Etiquette section of the Communication page.

I will evaluate the following factors when I assess your blog comments:

  • A thoughtful, substantive and well-reasoned summary/response to the blog post you have chosen – approximately 350 words per comment; and
  • Your comments should not simply regurgitate the article you have reviewed. I have no interest in reading a “book report” version of the article that you have chosen. I am, however, interested in comments that provide your insight into the relevance of the article in question, and
  • Evidence in your blog comments in that you have read and are specifically and thoughtfully responding to the points raised by the author and/or if responding to someone’s prior comments on a post.

Please refer to the Schedule and calendar for details about the blog comments submission schedule. Don’t be late … you know my policy on accepting late submissions!

Click here to subscribe to the course blog’s Twitter feed.

Topic | Issue Discussions

Complete this deliverable by posting your contributions to the appropriate TID channel in Teams.

A discussion is defined as “an act or instance of discussing” and “consideration or examination by argument, comment, etc.” You will engage in a topic/issue discussion (TID) in each Module of the course. Each TID will begin with an article, video, podcast and/or question. Your initial response, in a minimum of 750 words, to the TID is your answer to the question(s) posed and issues raised,  a reflection of your consideration of the issues that flow from those materials. The post function in Teams provides you great flexibility when preparing and posting your initial response to the TID.

I fully expect that you will rely on sources in support of your position … whether in your initial response to the TID or during the continuing conversation. When you do refer to a source you should create a hyperlink to the additional materials that help explain or support your position. The post function in Teams also allows for adding comments to a specific post.

That said, our continuing discussion is an important part of the TID exercise. You will note that there is a comment period available in each TID cycle. As I have noted elsewhere, you should engage your classmates “… with commentary, reaction and/or analysis of their TID posts  …” during the comment period. The point of the exercise is to generate a robust conversation about the issue(s) at hand. These discussions, your engagement, are essential to create the atmosphere of active learning and critical thinking that is an integral part of this course. All students must express their own opinions and engage with other students in the process.

Our TID discussions are ongoing so simply posting your initial response to the TID will not be sufficient. You must engage your classmates with commentary, reaction and/or analysis of their TID posts (see the comment period in each TID cycle). Remember, discussion is defined as “an act or instance of discussing” and “consideration or examination by argument, comment, etc.”. The good news is that Teams will allow us to engage in either synchronous or asynchronous written exchanges that will stand in for F2F, in person conversations.

Your initial response (a minimum of 750 words) and discussion posts (a minimum of 5 such posts) must satisfy the Writing and Research requirements described in the Deliverables section of the Course Policies section. Never post a Word or Google doc.

I will evaluate your level of engagement, the clarity of your writing, spelling and grammar, your success in writing on a digital platform, appearance and satisfaction of form requirements; articulation of all potential issues presented and the quality and depth of analysis when assessing your submissions.

Please refer to the Schedule and Calendar for details about the TID submission schedule. Don’t be late … you know my policy on accepting late submissions!

Success Assessment

Complete this deliverable by posting your plan to the #success channel in Teams.

Your last deliverable before the final exam will be an assessment of the Success Plan that you developed at course launch.  Please reflect on the substance of your Success Plan and describe how your pre-launch perspective on the course, your learning during the course and the outcomes you described earlier have developed favorable, or unfavorable, outcomes. This is not an exercise about whether you have achieved the grade you anticipated. It should be a reflection on how your personal and professional goals have been impacted by the choices you have made in planning and execution, both in what was achieved and how it (Success Plan) was achieved. Your assessment, in a minimum of 750 words should be submitted via Teams DM. Remember that you are using a digital platform to complete this deliverable so be sure to review my advice on writing on digital platforms. Never post a Word or Google doc.

Final Exam

Complete this deliverable by visiting the Final Exam folder in Blackboard.

The final exam will be a writing assignment requiring each student to define, interpret, and analyze a topic or topics related to the course materials. Never post a Word or Google doc.

Grading

Grades on each deliverable will be posted to the My Grades folder in Blackboard. The following weights will be assigned to each component of your final grade:

  • Engagement (20%)
  • Course Blog (10%)
  • TIDs (60%)
  • Final Exam (10%)