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HCD/ITM 630: Client Communication & Consulting Fall 2015

COURSE INFORMATION

INSTRUCTIONAL TECHNOLOGY MANAGEMENT ITM 630 / HUMAN CAPITAL DEVELOPMENT HCD 630: CLIENT COMMUNICATION & CONSULTING, 3 CREDIT HOURS, OCTOBER 26 - DECEMBER 18, 2015

PREREQUISITES/CO-REQUISITES/SKILLS

No specific prerequisites. Familiarity with Microsoft Office is helpful. Willingness to be open and share your experiences and aspirations; and commitment to learning

and extending your professional expertise.

INSTRUCTOR CONTACT INFORMATION

Instructor: Maria GeorgoLa Salle Email: [email protected]: (407) 701-3108 (personal cell, texting preferred)Office Hours: by appointment

INSTRUCTOR BIO

I am very excited to be teaching this course and to be a part of LaSalle University. I have been in workplace consulting and learning for 15+ years. I am A.B.D. which means ‘all but dissertation’, pursuing my PhD through Nova Southeastern University in Conflict Analysis and Resolution. I hold a BA degree from Salisbury State University in Communications with a minor in Business and Education; and a MS degree in Counseling and Guidance from Central Connecticut State University.

I am passionate about teaching and learning and have had a myriad of opportunities to do both. I am noted for being a catalyst; impacting positive change in the lives of many with an eclectic and inclusive style and passion for cross-cultural understanding.

FUNDAMENTAL COURSE STRUCTURE

INSTRUCTIONAL TECHNOLOGIES/SOFTWARE/HARDWARE REQUIREMENTS

STUDENT TECHNOLOGY CHECKLIST

Template Last Modified: 9/27/2015 of 24 © mgeorgo


Students should complete all the action items on the list below before starting classes to make sure they have the technology tools needed to be successful.

1. Install McAfee VirusScan to protect your computer-

Instructions for Mac Instructions for PC

Download for Mac Download for PC

2. Install your free edition of Microsoft Office 365 University edition-Instructions for Mac Instructions for PC

For technical support, please contact the Helpdesk-Phone- 215-951-1860Email- [email protected] Technology Assistance Center, Olney Hall, Room 200

In this course students will use the following systems and tools:

Canvas Learning Management System (LMS). GoToTraining/GoToMeeting web conferencing tool. High speed internet connection; a working computer (laptop or desktop). A headset with a microphone. Microsoft Office.

COURSE DESCRIPTION

Client Communication & Consulting: This course provides learners with the skills needed to effectively communicate with clients, including those of large and small corporations, working with global partners and widespread teams. Drawing on real-world case studies, students will learn how to do a comprehensive needs analysis for any potential client, the art of persuasion, and how to satisfy a client despite budget and methodology restrictions.

COURSE STRUCTURE

STUDENT LEARNING OUTCOMES

Learning outcomes are reflected through an integration of the knowledge, skills, and attitudes gained through the readings, discussions, presentations, supplemental materials, and practical application/assignments in this course.


https://wa3.lasalle.edu/channels/docs/get.php?id=753







Upon completion of this course you should be able to:

Describe the process of consulting; and explain a variety of purposes and approaches to consulting.

Identify skills necessary for effective consulting; and thoughtfully discuss key elements of effective client communication and interaction.

Analyze a case study; craft a template for relationship building and effective needs assessment; and design a proposed consulting process that best matches the needs of a case study.

Gain insight for understanding and transforming organizations; and demonstrate an appreciation for the diversity of knowledge, skills, and attitudes necessary for consulting.

INSTRUCTIONAL METHODS

The course is 100% online. Modules run Monday to Sunday. This is a power-packed engaging course – each week has a myriad of required readings, discussion postings, and activities. We’ll engage a variety of asynchronous learning approaches, and all contributions and assignments will be posted to Canvas. Four webinars will be offered (optional and recorded). See Course Outline and Assignment Details for specifics.

REQUIRED TEXTBOOKS AND COURSE MATERIALS

TEXTBOOKS

Consulting in Uncertainty: The Power of Inquiry 1st Edition (2013), by Ann K. Brooks &Kathy Edwards, ISBN-13: 978-0415800495, ISBN-10: 0415800498.

A Guide to Assessing Needs: Essential Tools for Collecting Information, Making Decisions, and Achieving Development Results (2012), by Ryan Watkins, Maurya West Meiers, & Yusra Visser, ISBN-10: 0821388681, ISBN-13: 978-0821388686.

Little Book of Healthy Organizations: Tools For Understanding And Transforming Your Organization (2009), by David Brubaker, ISBN-10: 1561486647, ISBN-13: 978-1561486649.

SUGGESTED/RECOMMENDED READINGS



COURSE CALENDAR/SCHEDULE(SEE DETAILED COURSE BREAKDOWN & RUBRICS FOR MORE INFORMATION)

Assignment Description Due DateTotal Points

Getting to know you

Building relationship is essential as we embark on this journey together, let’s share something about ourselves - use provided outline (6 points). Post to discussion board.

Respond to at least 2 postings from classmates ‘Getting to know you’, replies should be a minimum of 50 words/maximum 100 words. Refer to the rubric for guidance.

Wednesday, October 28, 11:59 p.m.

Sunday, November 1,

11:59 p.m.

6

4

Discussion Discussion is at the heart of this online course. Discussion postings are thoughtful and reflective responses synthesizing the readings and the video/web resources and demonstrate your understanding of the material as well as postings from classmates. Each week is worth up to 8 points – refer to rubric for details.

Your posting is a maximum of 200 words. Post to discussion board.

The exchange of discussion (conversation with one another) is an essential part of this course; post at least 2 responses to others postings, these responses are a maximum of 100 words each. Post to discussion board.

Wednesdays11:59 p.m.

Weeks 2, 3, 4, 5, 6, & 7

Sundays11:59 p.m.

Weeks 2, 3, 4, 5, 6, & 7

48




Case Assignment

Check discussion board for team assignments; send email to team members, choose case study, review assignment. Choose date for final project presentation and submit.

Meeting(s) with team members (phone, online, email, shared doc); create timeline/project plan for completing assignment. Submit timeline/project plan.

Complete Steps 1-3 of Team Assignment; refer to Case Project Outline & Instructions. Coordinate and meet with team members (phone, online, email, shared doc). Submit completed steps 1-3.

Complete Steps 4-6 of Team Assignment; Refer to Case Project Outline & Instructions. Coordinate and meet with team members (phone, online, email, shared doc).Submit completed steps 4-6.

Final Case Presentations

Thursday, November 9,

6:59 a.m.

Monday, November 12,

6:59 a.m.

Monday, November 23,

6:59 a.m.

Monday, December 7,

6:59 a.m.

Monday, December 14 or Tuesday,

December 15(TBD)

7:00 p.m. – 8:50 p.m.

n/a

5

5

5

15

Webinars

Introduction to Client Communication & Consulting / Course Overview

Inquiring Minds Want to Know

Data Collection Tools & Techniques

Synthesis

While attendance is optional, I encourage you to attend live. Please be sure to review the recording if you miss the live event.

Mondays8:15-9:00 pm

October 26

November 9

November 23

December 7

optional & recorded




Reflection Paper

Write a 1500-2500-word reflection paper that blends feelings, knowledge, and experiences related to the course; making connections and sharing insights. Be transparent in sharing both confidence and vulnerabilities related to the concepts of the course and aspects of future application.

Monday, November 30

6:59 a.m.

12

Total 100

GRADING SCALE

93-100 = A

90-92 = A-

(4)

(3.67)

87-89 = B+

83-86 = B

80-82 = B-

(3.33)

(3.0)

(2.67)

70-79 = C

< 70 = F

(2.0)

(0.0)

The following is the breakdown and definitions of grades distributed for courses completed at LaSalle University (taken from http://www.lasalle.edu/catalog/content/print/2/introduction.pdf):

4.0 A indicates the demonstration of a superior level of competency

3.67 A- indicates the demonstration of a very good level of competency

3.33 B+ indicates the demonstration of a good level of competency

3.0 B indicates the demonstration of an average, satisfactory level of competency

2.67 B- indicates the demonstration of a less than average level of competency

2.0 C indicates a level of competence below that expected of graduate work

0.0 F indicates failure to demonstrate even a marginal level of competency

Grades will be generally posted within one week after the scheduled due date. Grade book questions should not be asked before the one week window.



ASSIGNMENT SUBMISSION

All assignments can be accessed through Canvas in the course weekly modules. Please be certain to turn work into the appropriate area under the appropriate title in Canvas and according to the stated deadlines. All work is expected to be submitted in a timely fashion, any scheduling issues should be discussed in advance with the instructor.



COURSE DETAILED BREAKDOWN

Week 1 Introduction to Client Communication & Consulting

Review syllabus, become familiar with layout of course and map out your plan for readings, postings, assignments.

Optional (recorded) Webinar

Monday, October 26, 8:15 p.m. – 9:00 p.m. Recorded and available as a resource and for reference. The instructor will facilitate discussion, field questions, and provide resources related to the topics of the course.

Reading: Little Book, pp. 1 – 34

This reading introduces one systematic approach to viewing organizations. The ‘Little Book’ is an easy read, providing insight to consider with other course materials.

Reading: Consulting in Uncertainty, pp. 1- 33

This reading begins the discussion of a shift in how we think about and do consulting: from advice to inquiry.

(6 points, due Wednesday, October 28, 11:59 p.m.) Assignment: Building relationship is essential, as we embark on this journey together, let's share something about ourselves - use provided outline (6 points). Post to discussion board.

(4 points, due Sunday, November 1, 11:59 p.m.) Discussion posting. Respond to at least 2 postings from classmates ‘Getting to know you’, replies should be a minimum of 50 words/maximum 100 words. Refer to the rubric for guidance.

Optional Supplemental Resources for Professional Development:

Consulting Is More Than Giving Advice, by Arthur N. Turner, Harvard Business Review: https://hbr.org/1982/09/consulting-is-more-than-giving-advice

Mindfulness in the Age of ComplexityHarvard Business Review Staff from the March 2014 Issue:https://hbr.org/2014/03/mindfulness-in-the-age-of-complexity


https://hbr.org/2014/03/mindfulness-in-the-age-of-complexity

https://hbr.org/1982/09/consulting-is-more-than-giving-advice


Week 2 Four C’s: Culture, Change, Conflict, & Consulting

Team Assignments for Case Study Course Assignment/Final Project: Check discussion board for team assignments; team assignments are determined based on complimentary goals of classmates (submitted as part of the ‘getting to know you’ activity. Every effort will be made to create teams that maximize your experience in this course. Send email to team members, choose case study, and review assignment. Choose case study & date for final project presentation and submit by Sunday, November 9 by 11:59 p.m.

Reading: Little Book, pp. 35-57

This reading introduces continues with the analogy of a tree, extending to the culture of the organization – leaves and branches. A wonderful, easy read to extend our understanding of organization culture with respect to communication and consulting.

Reading: Consulting in Uncertainty, pp. 34-45

This reading continues the discussion of inquiry, with focus on our own mindfulness and its relationship to our clients.

Reading: Assessing Needs, pp. 247 -284

We begin at the end with this reading – think of needs analysis as almost synonymous with thorough communication and client service. Enjoy becoming familiar with many useful tools and resources. Needs assessment can be large or small; from informal interweaving in our very earliest contact with potential clients, to being a very extensive, strategic, and collaborative endeavor.

Video Viewing: Collaboration - Affect/Possibility: Ken Blanchard at TEDxSanDiego:

https://youtu.be/HKGkBRk1kSo

Video Viewing: Office Space - The Consultants are Coming (humor with purpose)

https://youtu.be/pLmbgaXYiY4

(8 Points) Assignment: Discussion posting. Write and post a thoughtful and reflective response synthesizing the readings and the video/web resources, a maximum 200 words by Wednesday, November 4, 11:59 p.m.; and respond to at least 2 postings from classmates by Sunday, November 8, 11:59 p.m., replies should be a maximum 100 words. Be sure to refer to the instructions and rubric related to discussion postings provided in this syllabus.


Assessing Needs from The Trainer’s Handbook, pp. 5-26. By Karen Lawson (2011). Preview chapter: http://media.wiley.com/product_data/excerpt/47/04704030/0470403047.pdf


http://media.wiley.com/product_data/excerpt/47/04704030/0470403047.pdf

https://youtu.be/pLmbgaXYiY4

https://youtu.be/HKGkBRk1kSo


Week 3 Inquiring Minds Want to Know“Problems cannot be solved by the same level of thinking that created them.” Albert Einstein


Monday, November 9, 8:15 p.m. – 9:00 p.m. Recorded and available as a resource and for reference. The instructor will facilitate discussion, field questions, and provide resources related to the topics of the course.

Reading: Little Book, pp. 58-84

We finish our ‘little book’ this week reading about change and conflict; two things that not only go hand and hand, but are the impetus for inviting us (consultants) in.


This reading shifts us from self-reflection to the ‘other’ and our inter-relating: navigating and processing the inter-relationship of emotions, culture, and consulting relationships.

Video Viewing: Watch Elon Musk's Top 10 Rules For Success: https://youtu.be/zX7I_Rw8Q0I.


Review Case Assignment: Meeting(s) with team members (phone, online, email, shared doc) and determine timeline and project plan for completing assignment. Submit timeline/project plan by Thursday, November 12, 6:59 a.m.


Lundberg_et_al-2010-Performance_Improvement case study (1).pdf

Case study bebe.pdf

To Infinity and Beyond: Using a narrative approach to identify training needs for unknown and dynamic situations (Dachner, Saxton, Noe, & Keeton, 2013. HRD Quarterly 24(2)): http://onlinelibrary.wiley.com/doi/10.1002/hrdq.21160/pdf.


http://onlinelibrary.wiley.com/doi/10.1002/hrdq.21160/pdf

https://youtu.be/zX7I_Rw8Q0I


Week 4 Elements & Skills: Steps to Success Reading: Assessing Needs, pp. 1-80

This week’s reading takes us up and down and in circles around and through the what, the who, the how, the when, and the why of needs assessment.

Video Viewing: Where Good Ideas Come From

https://youtu.be/0af00UcTO-c


Complete Steps 1-3 of Team Assignment; Refer to Case Project Outline & Instructions. Coordinate and meet with team members (phone, online, email, shared doc); submit steps 1-3 by Monday, November 23, 6:59 a.m. (5 points)


Data Gathering and Analysis for Assessment: A Case Study (Lundberg, Elderman, Ferrell, & Harper, 2010.pdf


https://youtu.be/0af00UcTO-c


Week 5 Data Collection Tools & Techniques"Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!” Dr. Seuss


Monday, November 23, 8:15 p.m. – 9:00 p.m. Recorded and available as a resource and for reference. The instructor will facilitate discussion, field questions, and provide resources related to the topics of the course.

Reading: Assessing Needs, pp. 81-164

This week’s reading provides excellent information related to tools and techniques essential to data collection.

Video: Tina Seelig: The 6 Characteristics of Truly Creative People https://youtu.be/CgCdsERkqrc


(9 points, due Monday, November 30, 6:59 a.m.) Personal Reflection Paper: Write a 1500-2500-word reflection paper that blends feelings, knowledge, and experiences related to the course; making connections and sharing insights. Be transparent in sharing both confidence and vulnerabilities related to the concepts of the course and aspects of future application.

Continue Team Assignment working on Steps 4-6; Refer to Case Project Outline & Instructions. As needed, continue to coordinate and meet with team members (phone, online, email, shared doc).


What Clients Really Want from Management Consultants: Evidence from Australia http://www.jimsjournal.org/3%20John%20Chelliah.pdf

What Is Design Thinking and Why Is It Important? (Razzouk and Shute, 2012. Review of Educational Research 82(3) .pdf


https://youtu.be/CgCdsERkqrc


Week 6 Decision Making Tools & Techniques Complete Steps 4-6 of Team Assignment; Refer to Case Project Outline & Instructions.

Coordinate and meet with team members (phone, online, email, shared doc); submit by Monday, December 7, 6:59 a.m. (5 points)

Confirm with instructor day/time for Final Presentation by Monday, December 7, 6:59 a.m.

Reading: Assessing Needs, pp. 165-219

We move from data collection in last week’s reading to focusing on the tools and techniques for making decisions; critical process of integrating and achieving outcomes.


This reading helps build understanding of the multiple purposes of inquiry; how it both informs and facilitates all facets of client communication and consulting.

Video: Science of Persuasion

https://www.youtube.com/watch?v=cFdCzN7RYbw&app=desktop

Video: The Vendor Client relationship - in real world situations(humor with purpose)

https://youtu.be/R2a8TRSgzZY

(8 Points) Assignment: Discussion posting. Write and post a thoughtful and reflective response synthesizing the readings and the video/web resources, a maximum 200 words by Wednesday, December 2, 11:59 p.m.; and respond to at least 2 postings from classmates by Sunday, December 6, 11:59 p.m., replies should be a maximum 100 words. Be sure to refer to the instructions and rubric related to discussion postings provided in this syllabus.


How Reframing Unlocks Innovation. (Seelig, 2013. Excerpt from InGenius, Fast Company Online)


http://www.fastcodesign.com/1672354/how-reframing-a-problem-unlocks-innovation

https://youtu.be/R2a8TRSgzZY

https://www.youtube.com/watch?v=cFdCzN7RYbw&app=desktop


Week 7 Synthesis“Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn't really do it, they just saw something. It seemed obvious to them after a while. That's because they were able to connect experiences they've had and synthesize new things.”

Steve Jobs


Monday, December 7, 8:15 p.m. – 9:00 p.m. Recorded and available as a resource and for reference. The instructor will facilitate discussion, field questions, and provide resources related to the topics of the course.

Reading: Assessing Needs, pp. 220-244This reading shares some examples of techniques for visualizing and concept mapping; these are useful in the beginning, the middle, and the end -- in all parts of the process.

Video: The Collaborative Challenge: Making Quality Decisions Together in the Age of Complexity

https://youtu.be/iN_A7keXtVg

(8 Points) Assignment: Discussion posting. Write and post a thoughtful and reflective response synthesizing the readings and the video/web resources, a maximum 200 words by Wednesday, December 9, 11:59 p.m.; and respond to at least 2 postings from classmates by Sunday, December 13, 11:59 p.m., replies should be a maximum 100 words. Be sure to refer to the instructions and rubric related to discussion postings provided in this syllabus.

Continue Team Assignment working on Step 7 (presentation); Refer to Case Project Outline & Instructions. As needed, continue to coordinate and meet with team members (phone, online, email, shared doc).


California CEO - How to assess the true value of a business consultant: Case Study https://youtu.be/diWmhT69ILE


https://youtu.be/diWmhT69ILE

https://youtu.be/iN_A7keXtVg


Week 8 Reflection & Evaluation

(20 points) Case Project & Final Presentation

Final Project Team Presentations (tbd):

Monday, December 14, 7:00 p.m. – 8:50 p.m.

and/or

Tuesday, December 15, 7:00 p.m. – 8:50 p.m.

Optional Extra Credit (5 Points, due Wednesday, December 16, 11:59 p.m.) View/listen to at least 2 final presentations (real-time or recorded), share your thoughts and reflection by posting a minimum of 50 words/maximum 100 words for each. Be sure to refer to the instructions and rubric related to discussion postings provided in this syllabus.


What Clients Don’t Get About My Profession (Vough et al, 2013.Academy of Management Journal 56(4)): http://webcache.googleusercontent.com/search?q=cache:3jJyR6NNa-cJ:casci-dev.umd.edu/wp-content/uploads/2013/09/1050.full_.pdf+&cd=1&hl=en&ct=clnk&gl=us

SUGGESTED WORK PLAN FOR WEEKLY ACTIVITIESMonday Tuesday Wednesday Thursday Friday Saturday Sunday

Read weekly materialsPost discussion

Comment on posts / engage in discussionReview Syllabus for deadlines and upcoming assignments. Map out your plan for completion.

Begin reading for next week

OUTLINE/RUBRIC FOR GETTING TO KNOW YOUR PART 1, WEEK 1, 6 POINTS

1. Name:2. Current professional role:3. (1 point) Share something personal (youracademic interests, your hometown,

undergraduate college, etc.):4. (1 point) Describe your experience(s) in consulting/as a consultant:


http://webcache.googleusercontent.com/search?q=cache:3jJyR6NNa-cJ:casci-dev.umd.edu/wp-content/uploads/2013/09/1050.full_.pdf+&cd=1&hl=en&ct=clnk&gl=us

http://webcache.googleusercontent.com/search?q=cache:3jJyR6NNa-cJ:casci-dev.umd.edu/wp-content/uploads/2013/09/1050.full_.pdf+&cd=1&hl=en&ct=clnk&gl=us


5. (1 point) What interests you about this course?6. (1 point) What prior knowledge of the subject do you bring to the course?7. (1 point) At the end of this course, what are two things you would like to ‘take away’?8. (1 point) What are your plans for after the course, what is next for you academically or

professionally?

Rubric: Getting to know you, part 2, week 1, 4 points

Participation in the Learning Community

(0-1 points)Discussion postings show little or no evidence of replying to other posting; contribute little to ongoing conversations.

(2-3 points)Discussion postings show respect and interest for other postings. They contribute to peers’ responses (minimum 2); stimulating continuing conversation through affirming statements, references to course content, and ask related questions.

(4 points)Discussion postings show respect and interest for other postings. They build on peers' responses by not only stimulating continued conversation; but by extending the discussion through asking new questions, presenting personal experience, and/or new related research.

RUBRIC FOR ONLINE DISCUSSION ASSIGNMENTS

Discussion will be graded weekly; scores will be based on the following rubric and specific instructions included in weekly schedule:

Discussion Assignment Rubric (8 points possible)

Discussion Posting(0-1 points)Discussion posting shows little or no evidence that readings were completed or understood.

(2-3 points)Discussion posting displays an understanding of the required readings and underlying concepts including correct use of terminology and proper citation.

(4 points)Discussion posting displays not only an understanding of the required readings and underlying concepts including correct use of terminology and proper citation, but also integrates an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.).



Participation in the Learning Community

(0-2 points)Discussion postings show little or no evidence of replying to other posting; contribute little to ongoing conversations.

(2-3 points)Discussion postings show respect and interest for other postings. They contribute to peers’ responses (minimum 2); stimulating continuing conversation through affirming statements, references to course content, and ask related questions.

(4 points)Discussion postings show respect and interest for other postings. They build on peers' responses by not only stimulating continued conversation; but by extending the discussion through asking new questions, presenting personal experience, and/or new related research.

RUBRIC FOR FINAL CASE PROJECT & PRESENTATION

Case Project & Final Presentation (30 points)

Outline & Instructions

The overall purpose of this assignment is to give you practice and feedback in creating a full-scale assessment plan (this is part of your final). Utilize all textbook, articles, web resources, real-time sessions, scholarly/popular literature and your own personal/professional experience to navigate this Case Project.

The project work spans across our 8 weeks and includes individual and group efforts.

See attached list of Case Studies to choose from. Each group chooses one.

Case Outline: Use this outline to organize your thoughts and analysis of the case. Remember to keep the process fluid and integrative; be open to re-evaluation and making change. Use this outline as a worksheet for your group; once completed, all members will submit the same worksheet to meet that portion of requirements of the final assignment. This worksheet provides the outline/content for your final presentation.

Team Members:

Nature of Case:

Work environment:



Background:

PART 1: Define the Problem: Describe the type of case and what problem(s) or issue(s) should be the focus for your analysis.

PART 2: List any outside concepts that can be applied: Write down any principles, frameworks or theories that can be applied to this case.

PART 3: List relevant known qualitative/quantitative data: Evidence related to or based on the quality or character or the amount or number of something.

PART 4: Tools & Techniques for data collection (i.e. interviewing, survey). Describe who you would like to interview/survey. Include sample interview questions (5-7); and sample survey questions (3-5). Support your choices.

PART 5: Tools & Techniques for decision-making (data analysis). Describe what tools or techniques you select for analysis of your findings and recommendations; support your choices.

PART 6: Describe your preferred action plan: List and prioritize possible recommendations or actions that come out of your analysis. Write a clear statement of what you would recommend including short, medium and long-term steps to be carried out (include alternative plans/actions).

Part 7 Presentation:

Presentations will take place during Week 8. Presentation should be about 7-10 minutes and essentially bring the Case Outline alive. It will be video recorded and posted on the discussion board. Times and days for recording will be determined once teams are assigned. Groups are encouraged to be creative in their presentation and to share responsibility. Individually each member of the group must submit the final outline/worksheet to the assignment board for full credit.



Final Case Presentation

Rubric

15 – 12 points 11- 8 points 7-4 points 3-0 points

Content Content is rich and descriptive; evidence and support is provided; and extends to form new insights.

Content is clearly defined and supported.

Content is somewhat defined.

Content little or no content.

Organization Organization of presentation is focused, key points connect, and there are smooth transitions.

Organization of presentation is focused and includes some effective transition.

Organization of presentation lacks focus.

Organization is not evident, no focus, no clarity of topic, no transition.

Delivery Delivery is clear and concise; interesting and engaging; balanced group participation; and volume, pace, tone, and materials appropriate.

Delivery is clear and concise; lacks in one or more of other elements (interesting and engaging; balanced group participation; and volume, pace, tone, and materials appropriate.)

Delivery is difficult to follow, not engaging, and lacks in two or more of other elements (interesting and engaging; balanced group participation; and volume, pace, tone, and materials appropriate.)

Delivery is ineffective; does not meet any of the elements (interesting and engaging; balanced group participation; and volume, pace, tone, and materials appropriate.)

Students will earn 0 if they do not present.

RUBRIC FOR PERSONAL REFLECTION PAPER

(12 points) Personal Reflection Paper: Write a 1500-2500-word reflection paper that blends feelings, knowledge, and experiences related to the course; making connections and sharing insights. Be transparent in sharing both confidence and vulnerabilities related to the



concepts of the course and aspects of future application.

See details below:

Categories 12-9 points 8-5 points 4-0 points

Self-disclosure

Seeks to understand concepts by examining openly your own experiences in the past as they relate to this course, to illustrate points you are making. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class. Risks asking probing questions about self and seeks to answer these.

Seeks to understand concepts by examining somewhat cautiously your own experiences in the past as they relate to this course. Sometimes defensive or one-sided in your analysis. Asks some probing questions about self, but do not engage in seeking to answer these.

Little self-disclosure, minimal risk in connecting concepts from class to personal experiences. Self-disclosure tends to be superficial and factual, without self-reflection.

Connection to outside experiences

In-depth synthesis of thoughtfully selected aspects of experiences related to the course. Makes clear connections between what is learned from outside experiences and the topic.

Goes into some detail explaining some specific ideas or issues from outside experiences related to the course. Makes general connections between what is learned from outside experiences and the course.

Identify some general ideas or issues from outside experiences related to the course.

Connection to readings/videos (assigned and ones you have sought on your own)

In-depth synthesis of thoughtfully selected aspects of readings/videos related to the course. Makes clear connections between what is learned from readings/videos and the course. Demonstrate further analysis and insight resulting from what

Goes into more detail explaining some specific ideas or issues from readings/videos related to the course. Makes general connections between what is learned from readings and the course. Includes reference to at

Identify some general ideas or issues from readings related to the course. Readings are only those assigned for the topic.



you have learned from readings/videos, Includes reference to at least two readings/videos other than those assigned for class.

least one reading other than those assigned for class.

Connection to class discussions & course objectives

Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to you.

Synthesize clearly some directly appropriate ideas or issues from the class discussion as they relate to this you.

Restate some general ideas or issues from the class discussion as they relate to this you.

Spelling & grammar errors

No spelling or grammar errors.Few spelling and grammar errors.

Many spelling and grammar errors, use of incomplete sentences, inadequate proof reading.

COURSE POLICY INFORMATION

LATE WORK POLICY

All work is expected to be submitted in a timely fashion, any scheduling issues should be discussed in advance with the instructor.

COMMUNICATION

Please be aware when you email me with a question or concern to allow 24 hours for a response. In most cases the reply will be much sooner. I believe that prompt and relevant feedback to your questions, concerns, and posts is of extreme importance. Be sure to include your name and the course/assignment your question relates to.

SYNCHRONOUS PARTICIPATION

There are 4 optional/recorded synchronous sessions offered as part of this course on these select Mondays from 8:15 p.m. – 9:00 p.m.:



October 26November 9

November 23December 7

MORE ON DISCUSSION POSTINGS

The discussion board is an essential part of facilitating learning in an online environment. It allows you time to give thoughtful consideration in reflecting on the readings, presentations/recordings; and to compose well thought out postings. It provides a forum for sharing in a free flowing, respectful, and engaging dialog; sharing thoughts and ideas, building knowledge and learning. As an online course, online presence and participation is essential. Discussion postings are an integral part of how we learn and are a significant part of your grade.

• Postings are expected to be thoughtful and reflective responses that synthesize the readings, video/web resources, and topics each week. Make connections between the provided resources and your own personal experiences or resources.

Your original posts should be a maximum 200 words; and be posted so as to provide ample time for everyone to post their responses and contribute to a lively dialog of the topics.

• Each week you are required to respond to at least 2 postings from classmates, your replies should be a maximum 100 words for each.

• Quality postings are more than "Good job!" or "I agree with you!". If you agree with a classmate, explain the reasons for this. If you disagree with a classmate, provide reasons to support your position.

• Additional postings (beyond minimum requirements) may be shorter and/or have no length limitations; and may continue past the weekly deadline.

• The instructor reserves the right to remove any discussion posted that she deems inappropriate to the learning objectives of this course.

OVERALL EXPECTATIONS

Students are expected to:

Complete all readings and assignments by the posted due dates Check the online course material and discussion forum on a regular basis Engage the instructor immediately if any problems arise that may prevent the student from

completing the above requirements

The instructor is expected to:



Post all course materials and assignments in a timely manner Make him/herself available by email and/or online chat for student questions or concerns Check the course each day and contribute to the online discussion areas Provide each student with weekly feedback on their progress in the course Grade and return all assignments in a timely manner

RESOURCES Check out the Effective Writing and Research course for tips on writing and scholarly research. Interested in strategies for being successful in your 8-week courses? Review the Learner's

Guide to Success in Condensed Online Courses. Visit the Student Guide to Resources, Rights, and Responsibilities to learn more about La Salle

University's Academic Integrity Policy. Contact the La Salle University Helpdesk when you have trouble with Canvas, the

my.lasalle.edu portal, Br. LUWIS, and email. Get help finding information and conducting research from the Connelly Library. Visit Academic and Learning Support Services for help with writing, time management, and

more. Access the American Disability Act of 1990 find the procedure for requesting classroom

accommodations. Visit the Canvas Guide for Students to help you make the most of your Canvas courses.

Syllabus Changes Notice: This syllabus is a guide and every attempt is made to provide an accurate overview of the course. However, circumstances and events may make it necessary for the instructor to modify the syllabus during the semester and may depend, in part, on the progress, needs, and experiences of the students. The instructor will give notice when changes to the syllabus are made.


https://lasalle.instructure.com/courses/111

http://www.lasalle.edu/financeadmin/servdis/reasonable.htm

http://www.lasalle.edu/financeadmin/servdis/reasonable.htm

http://www.ada.gov/2010_regs.htm

http://wp.lasalle.edu/learningsupport/

http://www.lasalle.edu/library/

http://www.lasalle.edu/technology/

http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/

https://lasalle.instructure.com/enroll/7HKW77

https://lasalle.instructure.com/enroll/7HKW77

https://lasalle.instructure.com/courses/4293


Essential Policies Posted in Every LMS course*Course instructors are responsible for indicating in the syllabus that these policies are posted in the LMS course Help MenuAmerican Disability Act of 1990 Academic Integrity Policy Student Guide to Rights and Responsibilities

University ResourcesCourse instructors can indicate that the following resources are described in the LMS course Help MenuUniversity IT Helpdesk Academic & Learning Support Services Library Assistance Counseling Center contact information for undergraduate and resident graduate students


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