Online Writing 101 Classes Taking - Leadership, Supply Chain Management

1 Trinity Western University Undergraduate Course Syllabus Course Number: LDRS 300 IR SP22 Course Name: Leadership as Service Semester and Year: Spring 2022 Course Day(s) & Time: Tuesdays, 9:00 AM – 12:00 PM PST Instructor: Sophie Chen Contact Information: Sophie.Chen@twu.ca Office hours: Tuesdays 9:00am-12:00pm online and by appointment Co-requisites or Pre-requisites: Third year standing or permission of instructor Semester Hours: 3 Course Description: Examines the pattern of leading through serving exemplified by the life of Jesus; explores the character, principles and practices of this way of leading that motivates and mobilizes others to accomplish a task or to think with creativity, vision, integrity, and skill for the benefit of all concerned by investing in others’ development and well-being. Course Design This is a semester-long course with three-hours of synchronous virtual learning each week. Emphasis is given to lectures, discussions, and active learning. Assessments are a mix of testing, presenting, and writing-based. Students are invited to integrate leadership theories with their life experiences and make applications to existing and future workplace practices in order to more effectively contribute within an organizational setting. Course Learning Outcomes: 1. Knowledge and its application a. Develop an understanding of Jesus as a model leader who served God and others; b. Articulate a personal understanding of leadership-as-service based on His model; 2. Cognitive complexity c. Examine the service qualities of the leadership pattern modeled by the life of Jesus; 2 d. Develop a comprehensive approach to applying these qualities in terms of four domains of leadership, including the leader’s character, assumptions, behaviors, and disciplines; 3. Inter- and intra-personal wellness e. Develop a holistic awareness of how to serve both self (that is, as practices of self-care) and others by living out the patterns of leading as an act of service as modeled by Jesus; 4. Spiritual Formation f. Identify the values and character qualities Jesus modeled as a leader and evaluate them in relation to your own personal values and how you live out your values as a leader; 5. Social responsibility and global engagement g. Develop a commitment to a service leadership approach characterized by the informed and ethical reasoning, respect for the dignity and rights of all persons, and respect for creation and its sustainable use and care exemplified by Jesus and his way of leading; 6. Leadership h. Develop an understanding of how leaders can serve others and build cultures of service to others within and outside their organizations when applying the model of Jesus as leader. Course Learning Evaluation: The final grade will be determined by the satisfactory completion of all requirements. Grade Activity Linked Learning Outcomes % of course grade Course participation & engagement 1 (a,b), 2 (c), 4 (e), 5 (g), 6 (h) 10% Learning Reflection: 5 entries X 3% each All 15% Zappos Case Reflection All 10% Case Study Paper: Saving Mr. Banks (2013) 1. Guided Reflection -5 2. Paper – 10 All 15% Group Project Presentation & PPT 1. Group Charter – 2 2. Research & Presentation – 15 3. Peer Feedback - 3 1 (b), 2 (c,d), 5 (g), 6 (h) 20% Servant Leadership Portfolio SLP – Six Assignments 1. Humility & Leadership Video 2. Vision, Mission, Values (worksheet & visual) 3. S.E.R.V.E profile (PPT, Prezi or Google Slides) 4. Being Habits ( PPT, Prezi or ALL 6*5%=30% 3 *Key: TWU Student Learning Outcome number (Course Student Learning Outcome letter) Required Texts and Materials: Blanchard, K., Hodges, P., & Hendry, P. (2016). Lead Like Jesus Revisited: Lessons from the greatest leadership role model of all time. New York, NY: MJF Books. Toister, J. (2017). The Service Culture Handbook: A Step-by-Step Guide to Getting Your Employees Obsessed with Customer Service. Toister Performance Solutions. Wilkes, C. Gene. (1998). Jesus on Leadership: Timeless Wisdom on Servant Leadership. Wheaton, IL: Tyndale House Publishers, Inc. Gospel of Mark from the Bible (NASB or NLT translations – online) Other Articles & Videos as posted in the Moodle. Course Policies: Academic Integrity and Avoiding Plagiarism at TWU One of the core values of Trinity Western University is the integration of academic excellence with high standards of personal, moral, and spiritual integrity. The University considers it a serious offence when an individual attempts to gain unearned academic credit. It is the student’s responsibility to be informed about what constitutes academic misconduct. For details on this, and on identifying and avoiding plagiarism go to the University Homepage > Academics > Academic Calendar (Section: Academic Policies). https://prezi.com/od62fxnkbmxh/plagiarism-how-to-get-it-out-of-your-life/ (Prezi presentation) http://bit.ly/1p00KX3 (Google Slide presentation offering more comprehensive information) Campus Closure and Class Cancellation In the event of extreme weather conditions or other emergency situations go to the https://www.twu.ca/campus-notification. Grading and Late Assignments It is the student’s responsibility to inform the instructor in advance of the due date that an assignment will be late and to negotiate an extension agreement with the instructor (an email request along with the instructor’s written confirmation is all that is required). Google Slides ) 5. Doing Habits ( PPT, Prezi or Google Slides ) 6. Love language(mindmap) Total 100% https://www.twu.ca/academics/academic-calendar https://www.twu.ca/academics/academic-calendar https://www.twu.ca/academics/academic-calendar https://prezi.com/od62fxnkbmxh/plagiarism-how-to-get-it-out-of-your-life/ http://bit.ly/1p00KX3 http://www.twu.ca/campus/campus-notification.html 4 Assignments submitted after the due date will not be accepted (and receive a grade of zero) unless an extension has been formally approved in writing by the instructor. TWU GLOBAL Standard Grading System Letter Grade % Range Grade Point Grade Description A+ 98-100 4.3 Unusually outstanding work; completely error-free work at the highest level attainable A 94-97 4.0 Outstanding, excellent work A- 90-93 3.7 Outstanding, excellent work with very minor flaw/s B+ 87-89 3.3 Very good work with few flaws B 83-86 3.0 Good, competent work B- 80-82 2.7 Good, competent work with noticeable flaws in one or more areas of content, syntax, formatting, and/or APA usage C+ 75-79 2.3 Adequate, reasonably satisfactory work with significant flaws in one or more areas C 70-74 2.0 Adequate, reasonably satisfactory work with significant flaws in two or more areas C- 65-69 1.7 Adequate, reasonably satisfactory work with significant flaws in three or more areas D+ 60-64 1.3 Minimally acceptable work D 55-59 1.0 Minimally acceptable work D- 50-54 .7 Minimally acceptable work F Below 50 0 Inadequate Work Course Statements: Academic Freedom With our charter, mission, and identity as a Christian university, Trinity Western University is committed to academic freedom, affirming and supporting it as defined and described in the statements of Universities Canada and the Tri-Council Research Granting Agencies provided in full at the following link: https://www.twu.ca/academic-freedom-trinity-western-university. Students should familiarize themselves with both the academic freedom statement and policy found at the Academic Freedom website. In this course, the academic freedom of both the course instructor and students is to be respected. Trinity Western University welcomes a diversity of academic perspectives, both in class discussion and submitted course work, https://www.twu.ca/academic-freedom-trinity-western-university 5 provided they are thoughtfully and respectfully presented. Hate speech will not be tolerated. Accessibility Statement Students with a disability who need assistance are encouraged to contact the Centre for Accessible Learning upon admission to TWU to discuss their specific needs. All disabilities must be recently documented by an appropriately certified professional and include the educational impact of the disability along with recommended accommodations. Once documented with the Centre for Accessible Learning, a letter will be sent to the student’s professor recommending appropriate accommodations. Within the first two weeks of the semester, students must meet with their professors to agree on accommodations appropriate to each class. Students should follow the steps detailed by the Centre for Accessible Learning outlined on the website at https://www.twu.ca/academics/learning-commons/centre-accessible-learning. Hospitality in the Classroom TWU is committed to an ethic of inclusion centred on the principles of Christian hospitality, reciprocity and reconciliation. We seek to cultivate generous learning spaces that are based on respect for differences and are open to diverse views, opinions, and identities that are thoughtfully expressed in a collegial manner. We welcome and value all voices, including those from under-represented groups or those who have been marginalized. Class Attendance Class attendance, whether face-to-face or virtual, is very important to student success at TWU. Students must attend class at least 75% of the time. If students fail to meet this standard, the instructor may fail the student from the course. TWU Writing Centre (Undergraduate) The Writing Centre is available to assist all students with their academic writing assignments in any subject at any stage of the writing process from brainstorming to editing. Live, online writing appointments are available throughout the week by appointment and take place within the Learning Commons appointment booking system. To make an appointment, visit www1.twu.ca/writingcentre. For undergraduates, online writing feedback is offered through WriteAway. Students can submit up to three drafts of a paper, and the online tutors will provide feedback and resources to help improve the writing. Find out more at https://writeaway.ca. For more information, visit https://www.twu.ca/writing-centre or contact writingcentre@twu.ca. Course Activities/Requirements: Class participation and engagement (Weekly) (10% of total grade) Active participation in experiential activities, group reflection, and critical discourse is an essential component of this course. You are expected to show respect for all members of the class, both in your speech and manner, and for the facilitated process of critical thinking and dialogue. Do not dominate the discussion. Contribute by raising thoughtful questions, examining relevant issues, building on others’ ideas, analyzing, and evaluating the group’s thinking, synthesizing key points across course texts and discussions, and expanding the group’s perspectives. https://www.twu.ca/academics/learning-commons/centre-accessible-learning http://www1.twu.ca/writingcentre https://writeaway.ca/ https://www.twu.ca/writing-centre mailto:writingcentre@twu.ca 6 Play a part in the shared coordination of the group dialogue process when assigned into breakout rooms online. Act as a facilitator, maintaining the flow and quality of the discussion whenever it’s needed. Help redirect or refocus discussion when it becomes sidetracked or unproductive. Make the effort to engage reluctant participants. And provide helpful feedback and support to others. Show up on time and ready to engage the unit theme, having read the required materials beforehand and be prepared to learn. Learning activities will be used to monitor learning and engagement throughout the course and marks given accordingly. Zappos Case Reflection (10%) Students will write a one page response to the case of Zappos to demonstrate their critical thinking about “service culture” and understanding of how to implement a service culture. Please see detailed guidelines & rubric posted in the Moodle for this assessment. One Case Study Paper: Leadership: Saving Mr. Banks (15% of total grade) We will be screening the film, Saving Mr. Banks (2013) and observing and critically reflecting on the leadership lessons observed within. We will focus on the two main characters as well as a supporting character and evaluate the servant leaderships qualities demonstrated through their behaviors, both observed and analyzed. We will also be evaluating the role of forgiveness as a servant-led leadership trait and how it impacts one’s ability to lead. This assignment has 2 parts: 1) a robust guided reflection and 2) a case study paper that will be 6-8 pages (APA Style) of good, quality analysis. Please see detailed guidelines & rubric posted in the Moodle for this assessment. Six Servant Leadership Portfolio Assignments (30% of total grade) By the end of this course, students will have completed four assignments that lay a foundation to building and cultivating a servant-infused framework of leading both personally and professionally. Each of these assignments connects to multiple theories and practices taught throughout this course, including one or more of the ten characteristics of servant leadership, the four domains of leading like Jesus and seven principles practiced by Jesus as he led and loved as the ultimate servant of all. Please see detailed guidelines & rubric posted in the Moodle for these assessments. Five Reflective Responses (15% of total grade) By the end of this course, students will have completed 5 responses that reflect their observations, understandings and integration of learning from course readings assigned, online lectures attended and their own personal experiences. The learning reflection is a way for students to represent their learning, engage deeper questions and consider how to apply the theories and conceptual learning into their own evolving leadership framework. Please see detailed guidelines & rubric posted in the Moodle for these assessments. 7 Group Project Research & Presentation (20% of total grade) In groups of 3-4, students will research, prepare and deliver a creative Group Presentation (15- 20 minutes) on how to build a service-oriented culture in an organization. The presentation will include studying an organization’s values, mission, vision, leadership hierarchy, and the application of these in building a culture of service. The presentation will involve all members of the assigned groups and can be as creative as desired with the use of props, technology, etc. This project has 3 parts: 1) a group charter, 2) A robust PPT created and presented in class, complete with notes attached, and 3) a peer feedback form. Please see detailed guidelines & rubric posted in the Moodle for this assessment. Changes to Syllabus and Assignments Professor reserves the right to adjust the syllabus and assignments as necessary throughout the semester. This might include a change, addition, or removal of an assignment(s). The current syllabus is a guideline for the course and adjustments will be made at the discretion of the instructor. Assignment Formatting Unless otherwise noted, all written assignments will follow APA 7th Edition style guidelines, 12 pt. Times New Roman font, double-spaced, page numbers, title page, proper citations, and references. All papers will have an introduction and conclusion as well as an appropriate title for the assignment. When submitting an assignment to the Dropbox in the Moodle, use the following format to label your submission: Lastname_First Initial_LDRS300_I3_FA21_Paper Name .docx For example: Cavanaugh_LDRS300_I3_FA21_Case Study Saving Mr. Banks #1.docx Course Outline Unit 1: Welcome, What are We Doing and an Introduction to Leadership, Service and Jesus (January 11th) Topics: o Introduction to the course and to one another o Review of syllabus, Moodle, Assessments & Assessment Guidelines, Expectations & Best Practices. o Introduce yourself on the welcome forum (Moodle) and on Zoom. o Introduction to Leadership as Service o What is leadership? What is servant leadership? o Introduction to Jesus as the ultimate role model of a servant leader based on the reliability of the biblical scriptures. o Introduction to the 4 spheres of influence that shape the 4 domains of Servant Leadership. o Introduction to the 4 domains of Servant Leadership as modelled by Jesus (heart, head, hands, habits). 8 Assigned Readings: o Textbook: Lead Like Jesus – Introduction & Part I: Chapters 1-6 o Textbook: Jesus on Leadership – Introduction (Down from the Head Table) o Other readings and activities as posted in the Moodle. Graded Assessments: o Reflective Response #1: Due Monday, January 17th, 2022 Unit 2: The Heart of Servant Leadership (January 18th) Topics: o EGO & Leadership- 2 definitions. o A focus on humility v. pride. o 10 traits of servant leadership. o 10 attributes of a humble leader. o Case Study: Southwest Airlines & Servant Leadership. Assigned Readings: o Textbook: Lead Like Jesus – Part II: Chapters 7-11. o Textbook: Jesus on Leadership – Principle #1: Humble your heart. o Other readings and activities as posted in the Moodle. Graded Assessments: o Servant Leadership Portfolio #1: Due Monday, January 24th, 2022 Unit 3 – The Leader’s Behaviours: The Head of a Great Leader (January 25th) Topics: o Vision – Individual & Organizational. o Mission – Individual & Organizational. o Values – Individual & Organizational. Assigned Readings: o Textbook: Lead Like Jesus – Part IV: Chapters 17-20. o Textbook: Jesus on Leadership – Principle #2: First be a Follower. o Other readings and activities as posted in the Moodle. Graded Assessments: o Servant Leadership Portfolio #2: Due Monday Jan. 31, 2022 o Reflective Response #2: Due Monday Jan. 31, 2022 o Unit 4 – The Leader’s Behaviours: Understanding and Leveraging Leadership & Risk (Feb. 1st) 9 Topics: o What is risk? o What prevents us from taking risks? o What is the link between vulnerability, courage and risk? o What changes in our thinking or practices can help us leverage risk in our life and leadership? Assigned Readings: o Textbook: Jesus on Leadership – Principle #4: Take Risks o Other readings and activities as posted in the Moodle. Graded Assessments: o Servant Leadership Portfolio #3: Due Feb. 7th, 2022 Unit 5– The Leader’s Behaviors: The Hands of a Great Leader (Feb. 8th) Topics: o Leader as Performance Coach (planning, coaching, evaluation). o 3 Core Skills in Coaching. o The hands of a leader and carpenter – compare and contrast. o The 4 stages of learning and how to determine the performance coaching needs based on an individual’s stage in the learning process. Assigned Readings: o Textbook: Lead Like Jesus – Part V: Chapters 21-23 o Textbook: Jesus on Leadership – Principle #6: Share Responsibility & Authority o Textbook: The Service Culture Handbook – Introduction and Part 1 - Chapters 1 & 2 o Other readings and activities as posted in the Moodle. Graded Assessments: o Reflective Response #3: Due Monday, Feb. 14th, 2022 Unit 6– The Leader’s Disciplines: Being Habits (Feb. 15th) Topics: o What are habits? o What are the 5 being habits and why do they matter? o How does a leader cultivate and create practices that support and grow these 5 habits? Assigned Readings: o Textbook: Lead Like Jesus Part III: Chapters 12-16 o Textbook: Jesus on Leadership - Principle #3: Find Greatness in Service o Textbook: The Service Culture Handbook – Introduction and Part 1 - Chapters 1 & 2 o Other readings and activities as posted in the Moodle. 10 Graded Assessments: o Servant Leadership Portfolio #4: My Being Habits, Due on Monday Feb. 21st, 2022 Unit 7 – The Leader’s Disciplines: The Doing Habits (March 1st) Topics: o What are the 5 doing habits and why do they matter? o How does a leader cultivate and create practices that support and grow these 5 habits? o Case Study: Zappos & The Being & Doing Habits of Servant Leadership individuals and organizations. Assigned Readings: o Textbook:Lead Like Jesus Part III: Chapters 12-16 o Textbook: Jesus on Leadership: Principle #7: Build a Team o Other readings and activities as posted in the Moodle. Graded Assessments: o Servant Leadership Portfolio #5: My Doing Habits, due on Monday March 7th, 2022. o Reflective Response #4: Due Monday, March 7th, 2022. Unit 8 – Case Study in Leadership – Saving Mr. Banks (2013) (March 8th) There will be no sychronous Zoom session today, you will view the movie on your own. Topics: o Observe, reflect and analyze servant leadership in action through the lens of the various characters and events portrayed in the film, Saving Mr. Banks (2013). Assigned Readings: o Lead Like Jesus Chapters 31 & 32 and other readings and activities as posted in the Moodle. Graded Assessments: o Case Study in Leadership: Saving Mr. Banks (2013) Due Monday, March 14th, 2022 Unit 9 – Cultivating a Service Culture – Asking the Why (March 15th) Topics: o What is culture? o Examine three categories of culture. o Examine two models of mapping culture based on the work of Geert Hofstede & Edward T. Hall. o Examine a model of organizational culture mapping based on the work of Edgard Schein. o What is a service culture? 11 Assigned Readings: o Textbook: The Service Culture Handbook by Jeff Toister: Introduction & Part 1: Chapters 1 & 2; Part 2: Chapters 3 & 4. o Other readings and activities as posted in the Moodle. Graded Assessments: o Reflective Response #5: My Culture Map, due Monday, March 21st, 2022. Unit 10 – Cultivating a Service Culture – Implementing the How (March 22nd) Topics: o What is a service culture? o How to identify and evaluate an organization’s service culture based on 5 core areas of evaluation. o How to build the service culture of an organization from inception to implementation. o Steps on how to change an existing service culture that is misaligned or not yielding desired outcomes. o Using the 4 domains of Leading like Jesus studied to date (heart, head, hands, habits), intersect the 5 key service culture components (goals, hiring, training, empowerment, leading) as foundational building blocks to creating, changing and accelerating exceptional customer service, servant-infused organizations. Assigned Readings: o Textbook: The Service Culture Handbook by Jeff Toister: Part 2: Chapters 3-9. o Other readings and activities as posted in the Moodle. Graded Assessments: o Zappos Case Reflection: due on Monday March 28th, 2022 Unit 11 – Putting it All Together (March 29th) Topics: o Reviewing any course material to date and complete units as necessary. o Q & A with students in regard to final preparations for group presentations. o Time allotted for team work to plan and prepare for upcoming group presentations. Assigned Readings: o Textbook: The Service Culture Handbook by Jeff Toister: Part 3: Chapters 10-12. o Other readings and activities as posted in the Moodle. Graded Assessments: o Group Project Presentation & PPT: due on Monday, April 4th, 2022 Unit 12 Group Project Presentations (April 5th & April 12th) o All participants will present their Group Project In-Depth Case Study: Analysis, Evaluation and Recommendation of (your chosen organization’s) Service Culture DNA. o Giving and receiving meaningful feedback about content and delivery of group presentations. 12 o Giving and receiving meaningful feedback about one’s own group project experience – process, contributions, content and delivery. Graded Assessments: o Group Project Presentation & PPT synchronous presentations Trinity Western University Undergraduate Course Syllabus Course Number: LDRS 301 IR Course Name: Lifelong Learning in Leadership Semester and Year: SP 2022 Course Dates: Jan 6 – Mar 3, 2022 Course Day(s) & Time: Thursdays 9:00am – 12:00pm Instructors: Geoffrey Feng & Linda Vandersys Contact Information: Geoffrey.Feng@twu.ca | Linda.Vandersys@twu.ca Office Hours: After class or available on request Co-requisites or Pre-requisites: None Semester Hours: 2 Zoom Meeting ID: 930 1969 4446 Course Description: An introduction to learning in the contexts of academic studies and personal growth for a lifetime of success as a leadership student and practicing leader. Emphasis is given to exploring three themes: (a) understanding the self as leader, (b) understanding the role of learning in leading, and (c) understanding leadership studies. Course Design Course is presented in a virtual learning format with one class per week. Students will be responsible for all material, projects, and assignments presented during class. Students are invited to integrate leadership theories with their life experiences and make applications to existing and future workplace practices in order to more effectively contribute within an organizational setting. Course Learning Outcomes: 1. Knowledge and its application Employ the conceptual language of leadership studies and the case method of inquiry; Define what leadership is, what it involves, and how it relates to management; 2. Cognitive complexity Examine the central importance of learning ability to leadership development and practice; Develop learning competencies including time management, self-organization, team learning, core academic competency skills, writing skills, classroom presentation, and critical thinking skills; 4. Inter- and intra-personal wellness Identify personality characteristics as they relate to natural learning and leadership styles; 6. Social responsibility and global engagement Recognize the resources, skills, and motivation required to become engaged global leaders who serve locally, nationally, and globally in socially and economically just ways; 7. Leadership Question the self as leader and the leader’s relationship with their context of service, asking three questions: (a) Who am I? (b) What do I believe? And, (c) How do I live out my beliefs? Demonstrate ways to motivate, mobilize, and develop others to accomplish a task or to think with creativity, vision, integrity and skill for the benefit of all concerned. Course Learning Evaluation: Grade Activity Linked Learning Outcomes * % of course grade Leader Interview 1 (a, b) 10% Birkman Questionnaire 4 (e) 10% Mid-Term Exam 2 (c, d) 25% Movie Review Group Video 6 (f) 20% I to We Presentation 6 (f) 7(g) 10% Omada Lessons 7 (g, h) 15% Learning Lab Participation 7 (g, h) 10% Classroom Attendance 5% Total 100% *Key: TWU Student Learning Outcome number (Course Student Learning Outcome letter) Leader Interview 10% Develop a conceptual awareness concept of leadership and components of authentic leadership and obtain a basic understanding of what leadership is, and how it is different from management. Evaluation Tool: 1-2 person video Due: Jan 20, 2022 Birkman Questionnaire 10% Completing this Questionnaire is required to pass LDRS 301. 10% credit given for completing it within 24 hours after assigned. No credit given when completed after 24 hours. Understanding who you are as a leader as it relates to personality characteristics, and how those relate to natural learning and leadership styles. Evaluation Tool: Individual In-Class Due: Jan 20, 2022 Mid-Term Exam 30% Demonstrate an understanding of how life stories, crucibles, losing your way, values, and self-awareness impact authentic leadership. Evaluation Tool: Individual In-Class Due: Jan 27 Movie Review Group Video 20% Identify leadership qualities as described in Discovering Your True North as viewed in a movie as assigned. Recognize the resources, skills, and motivation required to become and effective even in times of difficulty. Evaluation Tool: Group Video with Individual Written Application Due: Feb 17 I to We Presentation 10% Working in the App: Adobe Spark, present a story of an event or a person’s life that was transformed from I to We and creating a team approach. Evaluation Tool: Group recording of presentation Due: Feb 28 Omada Lessons 15% Identify and experiences ways to work with teams to motivate, mobilize, and develop others to accomplish a task or to think with creativity, vision, integrity, and skill for the benefit of all concerned through Learning Lab activities. Evaluation Tool: Individual Written Due: Mar 10 Classroom Participation and Attendance 5% Evaluation Tool: Individual Participation and Attendance Due: Weekly Learning Lab Participation and Attendance 5% Identify and experience ways to work in groups to motivate, mobilize, and develop others to accomplish a task or to think with creativity, vision, integrity, and skill for the benefit of all concerned through Learning Lab activities. Evaluation Tool: Individual Participation and Attendance Due: Weekly Required Texts and Materials: George, B. (2015). Discover your true north. John Wiley & Sons, Inc. Fee: Birkman Questionnaire $150 Fee: OMADA $50 Movie as assigned Course Policies: Academic Integrity and Avoiding Plagiarism at TWU One of the core values of Trinity Western University is the integration of academic excellence with high standards of personal, moral, and spiritual integrity. The University considers it a serious offence when an individual attempts to gain unearned academic credit. It is the student’s responsibility to be informed about what constitutes academic misconduct. For details on this, and on identifying and avoiding plagiarism go to the University Homepage > Academics > Academic Calendar (Section: Academic Policies). https://prezi.com/od62fxnkbmxh/plagiarism-how-to-get-it-out-of-your-life/ (Prezi presentation) http://bit.ly/1p00KX3 (Google Slide presentation offering more comprehensive information) Campus Closure and Class Cancellation In the event of extreme weather conditions or other emergency situations go to the https://www.twu.ca/campus-notification. Grading and Late Assignments It is the student’s responsibility to inform the instructor in advance of the due date that an assignment will be late and to negotiate an extension agreement with the instructor (an email request along with the instructor’s written confirmation is all that is required). Assignments submitted after the due date will not be accepted (and receive a grade of zero) unless an extension has been formally approved in writing by the instructor. TWU GLOBAL Standard Grading System Letter Grade % Range Grade Point Grade Description A+ 98-100 4.3 Unusually outstanding work; completely error-free work at the highest level attainable A 94-97 4.0 Outstanding, excellent work A- 90-93 3.7 Outstanding, excellent work with very minor flaw/s B+ 87-89 3.3 Very good work with few flaws B 83-86 3.0 Good, competent work B- 80-82 2.7 Good, competent work with noticeable flaws in one or more areas of content, syntax, formatting, and/or APA usage C+ 75-79 2.3 Adequate, reasonably satisfactory work with significant flaws in one or more areas C 70-74 2.0 Adequate, reasonably satisfactory work with significant flaws in two or more areas C- 65-69 1.7 Adequate, reasonably satisfactory work with significant flaws in three or more areas D+ 60-64 1.3 Minimally acceptable work D 55-59 1.0 Minimally acceptable work D- 50-54 .7 Minimally acceptable work F Below 50 0 Inadequate Work Course Statements: Academic Freedom With our charter, mission, and identity as a Christian university, Trinity Western University is committed to academic freedom, affirming and supporting it as defined and described in the statements of Universities Canada and the Tri-Council Research Granting Agencies provided in full at the following link: https://www.twu.ca/academic-freedom-trinity-western-university. Students should familiarize themselves with both the academic freedom statement and policy found at the Academic Freedom website. In this course, the academic freedom of both the course instructor and students is to be respected. Trinity Western University welcomes a diversity of academic perspectives, both in class discussion and submitted course work, provided they are thoughtfully and respectfully presented. Hate speech will not be tolerated. Accessibility Statement Students with a disability who need assistance are encouraged to contact the Centre for Accessible Learning upon admission to TWU to discuss their specific needs. All disabilities must be recently documented by an appropriately certified professional and include the educational impact of the disability along with recommended accommodations. Once documented with the Centre for Accessible Learning, a letter will be sent to the student’s professor recommending appropriate accommodations. Within the first two weeks of the semester, students must meet with their professors to agree on accommodations appropriate to each class. Students should follow the steps detailed by the Centre for Accessible Learning outlined on the website at https://www.twu.ca/academics/learning-commons/centre-accessible-learning. Hospitality in the Classroom TWU is committed to an ethic of inclusion centred on the principles of Christian hospitality, reciprocity and reconciliation. We seek to cultivate generous learning spaces that are based on respect for differences and are open to diverse views, opinions, and identities that are thoughtfully expressed in a collegial manner. We welcome and value all voices, including those from under-represented groups or those who have been marginalized. Class Attendance Class attendance, whether face-to-face or virtual, is very important to student success at TWU. Students must attend class at least 75% of the time. If students fail to meet this standard, the instructor may fail the student from the course. TWU Writing Centre (Undergraduate) The Writing Centre is available to assist all students with their academic writing assignments in any subject at any stage of the writing process from brainstorming to editing. Live, online writing appointments are available throughout the week by appointment and take place within the Learning Commons appointment booking system. To make an appointment, visit www1.twu.ca/writingcentre. For undergraduates, online writing feedback is offered through WriteAway. Students can submit up to three drafts of a paper, and the online tutors will provide feedback and resources to help improve the writing. Find out more at https://writeaway.ca. For more information, visit https://www.twu.ca/writing-centre or contact writingcentre@twu.ca. Tentative Course Outline Schedule varies depending on course progress & student needs                                                      Jan 6                                                                                                                  Professor Feng Topic                                      Leadership Introduction, Life Story Activity                                  What is TWU?       Assignment                           Reading:  True North, Chapters 1 & 2 Learning Lab                         Leadership Development Activities                                                              Jan 13                                                                                                             Professor Feng Topic                                      Losing Your Way  Activity                                  LearningCommons                                                                                                          Assignment                           Reading:  True North, Chapter 3   Learning Lab                         Leadership Development Activities                                     Jan 20                                                                                                               Professor Feng Topic                                      Crucibles, Self-Awareness  Activity                                  Birkman Questionnaire: Complete Today Assignment                           Reading:  True North, Chapter 4     Learning Lab                         Leadership Development Activities                     Jan 27                                                                                                            Professor Feng Topic                                      Values, Sweet Spot  Activity                                  Mid Term Exam       Assignment                           Reading:  True North Chapter 5, 6   Learning Lab                         Leadership Development Activities Feb 3                                                                                                Professor Vandersys Topic                                      Support Team Activity                                  Student Life                          Assignment                           Reading:  True North Chapter 7 & 8 Learning Lab                         Leadership Development Activities    Feb 10                                                                                              Professor Vandersys Topic                                      Integrated Life                 Activity                                  Front Desk Staff Support Assignment:                         Reading:  True North Chapter 9  Learning Lab                         Leadership and the Integrated Life                                                             Feb 17                                                                                         Professor Vandersys Topic                                      I to We                Activity                                  Advising and Registration Assignment:                         Reading:  True North Chapter 9  Learning Lab                         Omada Team Activities                                                               Mar 3 Professor Vandersys Topic                                      Global Leadership                               Activity                                  Post Graduation Opportunities   Assignment                           True North, Chapter 10 & 11 Learning Lab                         Omada Team Activities                                                                  Trinity Western University Undergraduate Course Syllabus Course Number: LDRS 302 I6 – SP22 Course Name: Historical Concepts and Theories Semester and Year: Fall 2021 Course Day(s) & Time: Tuesdays, 17:30-20:30 Instructor: Robert Tegelberg Contact Information: Robert.tegelberg@twu.ca Office Hours: Contact instructor by email or Moodle to schedule office hours. Co-requisites or Pre-requisites: Third year standing or permission of instructor. Semester Hours: 3 Course Description: · An exploration of what leaders can learn from the past to understand contemporary leadership and to imagine future ways of leading. Students are provided with the opportunity to use the historical method, including primary sources, to understand past leaders and leadership thought. Emphasis is given to the social circumstances and philosophical ideas that led to the Classical and Scientific Management theories, and subsequent leadership theories emerging through to the 1980s. Course Design This is a semester-long course with three-hours of synchronous virtual learning each week. Emphasis is given to lectures, discussions, and active learning. Assessments are primarily in-class discussions, presenting, and writing-based. Students are invited to integrate leadership theories with their life experiences and make applications to existing and future workplace practices in order to more effectively contribute within an organizational setting. Course Learning Outcomes: 1. Knowledge and its application a. Employ the conceptual language of historical leadership and management discourse; b. Investigate ancient, pre-industrial, and industrial leadership/management ideas; c. Compare and contrast historic and contemporary leadership ideas and experiences; 2. Cognitive complexity d. Evaluate the context of leaders, including thought leaders on leadership, from the past; e. Explain past changes in leadership/management theory and practice; 5. Spiritual Formation f. Identify the spiritual foundations of leadership in the historic texts of the Christian tradition; 6. Social responsibility and global engagement g. Adopt wise practices that respond thoughtfully to the complicated and layered histories of leadership and management ideas that have shaped contemporary organizations; 7. Leadership h. Develop meaningful applications of historically informed leadership and management ideas that are appropriate to a variety of contemporary organizational settings. Course Learning Evaluation: The final grade will be determined by the satisfactory completion of all requirements. Grade activity Linked Learning Outcomes* % of course grade In class dialogue, participation, attendance, and quick writes 1 (a,b,c), 2 (d,e), 5 (f) 6 (g), 7 (h) 20% Assignment 1: Historical Influencer Presentation 1 (a,b,c), 2 (d,e), 5 (f) 6 (g), 7 (h) 10% Assignment 2: SWOT 1 (a), 6 (g), 7 (h) 5% Assignment 3: Scientific Management and The Founder Film Review 1 (a,b,c), 2 (d,e), 6 (g), 7 (h) 20% Assignment 4 (a/b): Neo-Classical Leader Paper (2 Parts) 1 (a,b,c), 2 (d,e) 20% Assignment 5: Response to Job Posting Email 1 (a,b,c), 2 (d,e), 6 (g), 7 (h) 5% Assignment 6: Where I’ve Come From And My Thoughts Now Presentation 1 (a,b,c), 2 (d,e), 5 (f) 6 (g), 7 (h) 20% Total 100% *Key: TWU Student Learning Outcome number (Course Student Learning Outcome letter) In Class Dialogue/Participation/Quick Writes Active participation in group exercises, reflection, and critical discourse is an essential component of this course. You are expected to show respect for all members of the course, both in your speech and actions. Contribute by actively observing and listening, raising thoughtful questions, examining relevant issues, building on others’ ideas, analyzing and evaluating the group’s thinking, synthesizing key points, and expanding the group’s perspectives. When in small groups help maintain the focus, flow, and quality of conversations, and take the initiative to invite others (particularly those who are quiet) to speak. In an online setting it is expected that all students will be physically visible on video and able to respond audibly without feedback or other background sound. A webcam and microphone are required to use Zoom in all sessions of the class. Note: If you are not visible online, you will be considered as absent from the course. You will also be required to submit several written assignments that are called Quick Writes. They are one to two paragraph responses to a question posed related to the day’s lecture topic. Assignment 1: Historical Influencer Presentation From the ancient and early influencers lecture, choose a leader and prepare a 5-minute talk outlining what they were known for. Provide a summary of the leader’s accomplishments. In your presentation address the following questions: · What made them an influential leader? · What aspects of leadership were missing? · How might that leader have viewed our present world? · How would their leadership expertise be relevant today? Assignment 2: SWOT Analysis Create a SWOT analysis of a business. You will write a description of the business and then using resources provided for guidance, complete a SWOT analysis of that business. You must include a citation for the source of your information (i.e. website, personal communication or personal experience). Assignment 3: Film Review of The Founder With a partner, create a presentation based on what you have read in Taylor's The Principles of Scientific Management (1911). Watch the 2016 film of The Founder (it is on Netflix). Use your understanding of Scientific Management and create a presentation with your partner, that answers the following: · In your own words, what is Scientific Management? · How have you experienced Scientific Management in your life to this point, if you have not, how might you use it in the future? · What are 3 principles of Scientific Management demonstrated in the movie? · Describe a scene and what the principle is that is being addressed. · How does the movie use the scientific method to overcome the rule of thumb as described in Taylor's The Principles of Scientific Management (1911)? · The concept of soldiering is not really in the movie, however, give an example from another movie that shows what soldiering is and include a clip from the movie (30 seconds max). Assignment 4: Neoclassical Leader Paper: (Two parts) Part 1: Submit a draft of your introductory paragraph, the outline for your paper that includes three points for each required section with citations and a draft of your reference list. You will be given feedback on this submission that you will use to write the completed paper. Part 2: Using the feedback from part one and write a 1000-1200 word paper (APA 7, double-spaced) introduce the worldview of the leadership thinker, explain their theories, describe how they are different from classical perspectives such as Taylor’s scientific management, explain how their theory could be integrated with scientific management, connect their theory to your own experience and describe how you might integrate these ideas in your future educational experiences at TWU and beyond into your dream career. Assignment 5: Response to Job Posting Email (2 parts) This assignment will be done in a Forum based format. Using Skills and Traits Approach (Chapters 2 & 3 of Northouse text), as a person seeking employment, you will write a cover letter style email in response to a job posting. You will write it as an email to a partner. Also, using the Behavioral and Situational Approach (Chapter 4 & 5 of Northouse text), take on the employer’s role and respond to your partner's cover letter email. Assignment 6: Where I’ve Come from and My Thoughts Now Presentation Create a visual representation of what you have learned in this course by describing what you used to think/believe/know about the concepts covered in this course and what you think/believe/know now. You may create an infographic, slideshow, poster, video, or animation. Make connections to the various topics covered in the course. You will present this project to the class using screenshare and will explain how your choices of imagery represent your thoughts. This presentation will be 3 to 5 minutes in length. Required Texts and Materials: Northouse, P. G., (2019). Leadership: Theory and Practice (8th Edition). Thousand Oaks, CA: Sage Publications. Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. Online articles accessible within Moodle. Course Policies: Academic Integrity and Avoiding Plagiarism at TWU One of the core values of Trinity Western University is the integration of academic excellence with high standards of personal, moral, and spiritual integrity. The University considers it a serious offence when an individual attempts to gain unearned academic credit. It is the student’s responsibility to be informed about what constitutes academic misconduct. For details on this, and on identifying and avoiding plagiarism go to the University Homepage > Academics > Academic Calendar (Section: Academic Policies). https://prezi.com/od62fxnkbmxh/plagiarism-how-to-get-it-out-of-your-life/ (Prezi presentation) http://bit.ly/1p00KX3 (Google Slide presentation offering more comprehensive information) Campus Closure and Class Cancellation In the event of extreme weather conditions or other emergency situations go to the https://www.twu.ca/campus-notification. Grading and Late Assignments It is the student’s responsibility to inform the instructor in advance of the due date that an assignment will be late and to negotiate an extension agreement with the instructor (an email request along with the instructor’s written confirmation is all that is required). Assignments submitted after the due date will not be accepted (and receive a grade of zero) unless an extension has been formally approved in writing by the instructor. TWU GLOBAL Standard Grading System Letter Grade % Range Grade Point Grade Description A+ 98-100 4.3 Unusually outstanding work; completely error-free work at the highest level attainable A 94-97 4.0 Outstanding, excellent work A- 90-93 3.7 Outstanding, excellent work with very minor flaw/s B+ 87-89 3.3 Very good work with few flaws B 83-86 3.0 Good, competent work B- 80-82 2.7 Good, competent work with noticeable flaws in one or more areas of content, syntax, formatting, and/or APA usage C+ 75-79 2.3 Adequate, reasonably satisfactory work with significant flaws in one or more areas C 70-74 2.0 Adequate, reasonably satisfactory work with significant flaws in two or more areas C- 65-69 1.7 Adequate, reasonably satisfactory work with significant flaws in three or more areas D+ 60-64 1.3 Minimally acceptable work D 55-59 1.0 Minimally acceptable work D- 50-54 0.7 Minimally acceptable work F Below 50 0 Inadequate Work Course Statements: Academic Freedom With our charter, mission, and identity as a Christian university, Trinity Western University is committed to academic freedom, affirming and supporting it as defined and described in the statements of Universities Canada and the Tri-Council Research Granting Agencies provided in full at the following link: https://www.twu.ca/academic-freedom-trinity-western-university. Students should familiarize themselves with both the academic freedom statement and policy found at the Academic Freedom website. In this course, the academic freedom of both the course instructor and students is to be respected. Trinity Western University welcomes a diversity of academic perspectives, both in class discussion and submitted course work, provided they are thoughtfully and respectfully presented. Hate speech will not be tolerated. Accessibility Statement Students with a disability who need assistance are encouraged to contact the Centre for Accessible Learning upon admission to TWU to discuss their specific needs. All disabilities must be recently documented by an appropriately certified professional and include the educational impact of the disability along with recommended accommodations. Once documented with the Centre for Accessible Learning, a letter will be sent to the student’s professor recommending appropriate accommodations. Within the first two weeks of the semester, students must meet with their professors to agree on accommodations appropriate to each class. Students should follow the steps detailed by the Centre for Accessible Learning outlined on the website at https://www.twu.ca/academics/learning-commons/centre-accessible-learning. Hospitality in the Classroom TWU is committed to an ethic of inclusion centred on the principles of Christian hospitality, reciprocity and reconciliation. We seek to cultivate generous learning spaces that are based on respect for differences and are open to diverse views, opinions, and identities that are thoughtfully expressed in a collegial manner. We welcome and value all voices, including those from under-represented groups or those who have been marginalized. Class Attendance Class attendance, whether face-to-face or virtual, is very important to student success at TWU. Students must attend class at least 75% of the time. If students fail to meet this standard, the instructor may fail the student from the course. TWU Writing Centre (Undergraduate) The Writing Centre is available to assist all students with their academic writing assignments in any subject at any stage of the writing process from brainstorming to editing. Live, online writing appointments are available throughout the week by appointment and take place within the Learning Commons appointment booking system. To make an appointment, visit www1.twu.ca/writingcentre. For undergraduates, online writing feedback is offered through WriteAway. Students can submit up to three drafts of a paper, and the online tutors will provide feedback and resources to help improve the writing. Find out more at https://writeaway.ca. For more information, visit https://www.twu.ca/writing-centre or contact writingcentre@twu.ca. Tentative Course Outline: Unit Date Topic Assignment Due 1  January 11th Introduction and Historical Overview of Leadership  Introduce yourself in the forum on the Resources page  Read: Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. Chapter 1 2 January 18th Introduction, Ancient and Early Influencers in leadership Read: Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. Chapter 2: pp. 12-25 3 January 25th Assignment 1: Historical Influencer Presentation Due in Class Read: Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. Chapter 2: pp. 25-40 4 February 1st Theories of what managers do. Read: Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. Chapter 2: pp. 41-55. 5 February 8th Industrialization and the Idea of Management Read: Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. (Chapter 2: pp. 55-70.) Read: Hatchuel, A., & Segrestin, B. (2019). A century old and still visionary: Fayol’s innovative theory of management. European Management Review, 16(2), 399–412. Assignment 2: SWOT Analysis Due 6 February 15th Principles of Scientific Management Read: Taylor, F. W., (2006). The Principles of Scientific Management. New York: Cosimo, Inc. Chapter 2: pp. 71-end. February 22nd STUDY WEEK Assignment 3: Film Review Due Feb 28th 7 March 1st Neoclassical Management Theories Reading: Caldari (2007). Alfred Marshall's critical analysis of scientific management. Assignment 3: Film Review Presentations in class 8 March 8th The Legacy of Scientific Management Reading: Northouse (2019), Trait Approach (Chap. 2) Assignment 4a: Neoclassical Leader Outline Due Assignment 3: Film Review Presentations in class 9 March 15th Introduction & Trait Approach Reading: As per list in Moodle under Unit 9. 10 March 22nd Skills Approach & Behavioral Approach Reading: Northouse (2019), Skills Approach (Chap. 3) Reading: Northouse (2019), Behavioral Approach (Chap. 4) Assignment 4b: Neo-Classical Leader Paper Due March 22nd 11 March 29th Situational Approach Path-Goal Theory Assignment 5: Job Posting Email Forum. Due April 2nd and 5th Reading: Northouse (2019), Situational Approach (Chap. 5) Reading: Northouse (2019), Path-Goal Theory (Chap. 6) 12 April 5th Leader-Member Exchange Theory (LMX) Reading: Northouse (2019), Leader–Member Exchange Theory (Chap. 7) 13 April 12th Assignment 6: Where I’ve Come from and My Thoughts Now Presentations MGT 175: Supply Chain Management Course: Winter 2022 CLASSROOM: Online and Remote via Zoom (Details to be provided later on Canvas) CLASS HOURS: Fridays 0930 am – 1220 pm Christopher Gopal, PhD: 2021. Do not copy or distribute without permission PROFESSOR: Christopher Gopal, PhD EMAIL: cgopal@ucsd.edu PHONE: TBD OFFICE HOURS: By appointment OFFICE LOCATION: Online and Remote TEACHING ASSISTANT/TUTOR: Dilip Pinnamreddy EMAIL: Dilip.Pinnamreddy@rady.ucsd.edu DESCRIPTION In today’s highly competitive, uncertain and international environment, companies do not compete. Supply chains and industries compete. This course is a critical component of a business education and is directed at students of engineering, international business, marketing, organizational behavior, finance and accounting. The Supply Chain is the most significant and critical component of most businesses, and accounts for the bulk of the people, cash and value-add in a company. The current COVID-19 and international trade crises have shown us this and highlighted the critical role of the Supply Chain in business, global trade and world economy. Supply Chains are the most discussed topic in business today. The Supply Chain involves the flow of materials, cash, information among all of the firms that contribute value to a product, from the source of raw materials to end customers. It includes the location and management of facilities that supply, manufacture and store materials and products, and the transportation and storage activities that connect them. Supply chain management is a set of approaches utilized to efficiently integrate suppliers, manufacturers, warehouses, and stores, so that merchandise is purchased, produced and distributed at the right quantities, to the right locations, and at the right time, in order to minimize system wide costs and risks, while satisfying service level requirements. This course provides an overview of supply chains and their key functions, the financial impacts and levers, and describes the major challenges in managing an efficient supply chain. It also discusses various strategic and tactical supply chain issues such as distribution and fulfillment strategy, inventory strategies, outsourcing, procurement and supply contracts, the value of information, customer value and risk management. Prerequisites: Upper Division Standing. OBJECTIVES 1. To familiarize you with the most critical component and set of functions in global business today, the end-to-end supply chain. We will discuss the overall supply chain, its impact on the company’s competitive and financial success. We will also focus on the core components and strategic aspects of today’s supply chains, including integration, inventory, fulfillment and distribution, planning, customer value, outsourcing and procurement. 2. To teach you about the key decisions that must be made in the supply chain, including facilities and sourcing location, inventory deployment, risk management and integration across the supply chain and with strategic partners. 3. To prepare you to leave this class armed with an understanding of the overall global end-to-end supply chain, its operation, importance and the critical decisions that drive competitive and financial success, and be able to confidently discuss these with executives. Real-life examples will be provided during class to set the context and show the applicability of supply chain management concepts, decisions and impacts on industry, companies, economies and global issues of today. REQUIRED MATERIALS Textbooks The required textbook for the course is: Designing and Managing the Supply Chain: Concepts, Strategies and Case Studies. by David Simchi-Levi, Philip Kaminsky, Edith Simchi-Levi, 4th Edition, 2020, McGraw-Hill, ISBN 978-1-307-73519-2 Recommended for Reading –but not required for the class. Supercharging Supply Chains: New Ways to Increase Value through Global Operational Excellence, Gene Tyndall, Christopher Gopal, Wolfgang Partsch, John Kamauff, John Wiley & Sons John S. Hammond, “Learning by the Case Method” Harvard Business School, Case No. 9-376- 241, Rev: April 16, 2002 "The Path to Higher Shareholder Value", Chief Executive, July/August 1998, Stephen C Johnson, Gerry Marsh, Gene Tyndall Supply Chain Challenges: Building Relationships. Harvard Business Review, July 2003; Reprint R0307E. Instructions for Acquiring the Textbook: The required textbook, Designing and Managing the Supply Chain: Concepts, Strategies and Case Studies 4th edition, will be digitally offered through RedShelf at the price of $45.75. You will have free access during the first two weeks of the quarter via RedShelf on Canvas. After two weeks, your student account will be charged the RedShelf price, unless you OPT-OUT. RedShelf may be beneficial to you if your financial aid can cover the cost of the material. Please email textbooks@ucsd.edu for questions related to RedShelf. If you purchase the textbook from a different source or purchase a physical copy, please OPT-OUT of the textbook on RedShelf to avoid being charged. You will have until Saturday, January 15th to OPT-OUT or your student account will be charged. Instructions to OPT-OUT: Click the RedShelf link in Canvas > Find the MGT course materials > Click ‘View Course Materials’ > Scroll to and Click on gray button that says "I want to opt out of access for all required materials for this course." > Follow instructions to complete the opt-out process. The eBeer Game Simulation This simulation will build your understanding of the demand and supply issues faced by the various players in the end-to-end Supply Chain. Each student must purchase an individual access code. Instructions on how to purchase the simulation from Responsive Learning Technologies are provided below:   Instructions for purchasing and registering for the e-Beer Simulation: Students must purchase individual access codes. They are available online at mgr.responsive.net/Manager/ShowClient . Your institution name is "UC – San Diego". The product is titled "EB Code for Professor Gopal". Our price will be $18, payable by MasterCard, Visa, Discover or American Express cards. Login URL = eb.responsive.net/in/gopal Course code word for registration = tritons The eBeer Simulation readings will be posted on Canvas. · Practicing the eBeer Game before class (supplemental reading in Canvas) · eBeer: A Competitive Supply Chain Simulation (supplemental reading in Canvas) CLASSROOM PROCEDURE The classes and all examinations will be conducted online via Zoom. Details will be posted on Canvas. The course meets for 10 sessions for 2 hours and 50 minutes each session, with a 15-20 minute break. Class sessions will begin and end on time. Please be punctual to minimize the disturbance to others and so that you do not miss key concepts, assignments and the context of the session. If you need to miss a class, please e-mail me or the TA in advance. Please be considerate to your fellow students, the professor and the TA. Be polite, don’t talk over others and, importantly, mute your computer if you are not speaking. It is imperative that you do not disrupt the class during session. You may use the “Chat” feature to send the professor and/or the TA 1X1 messages or use it to send a message to the class, if it’s something that’s relevant and applicable to everyone. Class sessions will be recorded for access by students who cannot attend a particular class or for those few students who will be taking the class asynchronously. STUDY GROUPS FOR CASE STUDIES AND ANALYSIS The Study Groups are an essential part of the learning process. The Study Groups will, of course, be mainly “virtual”. Hence, while the groups will initially be self-selected, it may be necessary for us to designate teams. Teams can meet, collaborate and coordinate remotely. It is preferable that you use Zoom for this. CLASS ASSIGNMENTS For certain class sessions, I shall provide a case study, set of guiding questions, discussion points, and goals for the lecture. These will be given in the previous session. You are expected to prepare answers to these questions and be able to provide substantiated arguments on discussion points. I suggest that you work closely with your study group on these assignments to share and discuss individual ideas so that you come prepared to class and contribute to a richer learning experience. It is required that you read the assigned readings before attending the class or listening to the lectures. This will help give you perspective on the topics to be covered. IN-CLASS ASSIGNMENTS/QUIZZES There will be two in-class assignments/quizzes. This will typically (but not necessarily) be some combination of case study formats and multiple-choice tests and will include concepts and problems that have been discussed In the class. Homework may be assigned as preparation for the In-Class Quiz. The assignments/quizzes will be conducted in class and will be followed by class discussions. ACADEMIC INTEGRITY Integrity of scholarship is essential for an academic community. As members of the Rady School, we pledge ourselves to uphold the highest ethical standards. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University intellectual work. For students, this means that all academic work will be done by the individual to whom it is assigned, without unauthorized aid of any kind. The complete UCSD Policy on Integrity of Scholarship can be viewed at: http://academicintegrity.ucsd.edu/ How the Honor Code applies to this course: For the e-Beer Game Simulation, you should limit discussion only to your team since this is a team competition. The e-Beer teams will be assigned only for the e-Beer simulation and will be different from the Study Group teams. The Exams and Quizzes are individual. However, it is a good idea to work with your study groups in preparing for the exams and quizzes. ASSIGNMENTS The following describes the guidelines for individual, collaborative or group work:
 I – Independent, individual work only. No collaboration or consultation allowed. SCHEDULE IMPORTANT ASSIGNMENT DATES AND TIMES Assignments Date/Time Assignment/In-Class Quiz # 1 (Notes I) January 28h Simulation eBeer Game (Team-based) February 4th Mid-Term Exam (Notes I) February 11th Assignment/In-Class Quiz # 2 (Notes I) March 4th Final Exam (Notes I) March16th All Study teams will be finalized by January 21st. All Students must be registered for the Simulation by January 21st. eBeer Simulation preparation and practice are to be treated as Homework and done outside class hours GRADING Component Points [or percentage] Homework # 1 Assignment/Quiz 15 Homework # 2 Assignment/Quiz 15 Mid-Term Exam 35 Final Exam 35 Total 100 Final grades will be based on your individual and team performance. Two items are considered when assigning final grades: 1. The overall percentage score 1. Your ranking among all students in the class. Class Participation and Attendance It is expected that all students will attend the class online and participate as best as they can. The following will be taken into account for your class participation: · Can you articulate the issues and point of view clearly? · Are the points that are made relevant to the class materials and discussion? · Do the comments show evidence of analysis of the problem? · Is there willingness to put forward new ideas? eBeer game Simulation The eBeer Simulation is a required learning tool. Following the simulation, the teams may be asked to make a brief presentation to the class according to guidelines provided later. Alternatively, we may have a discussion during class. STUDENTS WITH DISABILITIES A student who has a disability or special need and requires an accommodation in order to have equal access to the classroom must register with the Office for Students with Disabilities (OSD). The OSD will determine what accommodation(s) may be made and provide the necessary documentation to present to the instructor and OSD liaison. Students requesting accommodations for this course due to a disability must provide a current Authorization for Accommodation (AFA) letter (paper or electronic) issued by the OSD (https://osd.ucsd.edu/students/registering.html). Students are required to discuss accommodation arrangements with instructors and OSD liaisons in the department 72 business hours in advance of any exams or assignments. No accommodations can be implemented retroactively. Please visit the OSD website for further information or contact the Office for Students with Disabilities at (858) 534-4382 or osd@ucsd.edu. CLASS AGENDA: Please note that the topics covered in any specific class are subject to change in terms of emphasis, depth or sequence. You are expected to read the assigned Chapters and Readings before attending the class or listening to the lectures. However, the dates and requirements for the Graded Assignments are fixed. Cases for class discussion will be assigned in the previous class. Session 1: 1/7 TOPICS REQUIRED READING Assignments/Deliverables · Course format & requirements · Rady School Participation Pool · Introduction to Supply Chain Management · Impacts of Supply Chain on competitive position and financials · Chapter 1: Introduction to Supply Chain Management Session 2: 1/14 TOPICS REQUIRED READING Assignments/Deliverables · Inventory Management and Risk Pooling · Team Formation – Case Analyses · Chapter 2: Inventory Management and Risk Pooling · Team Formation Session 3: 1/21 TOPICS REQUIRED READING Assignments/Deliverables · Inventory Management and Risk Pooling (contd) · Assigned Team Case Study # 1 TBD · Team Finalization – Study Groups · Chapter 2: Inventory Management and Risk Pooling · Teams Finalization · Simulation Registration Session 4: 1/28 TOPICS REQUIRED READING Assignments/Deliverables · The Value of Information (and Coordination) · EBeer Simulation/Prep · Chapter 5: The Value of Information · EBeer Simulation Readings · In-Class Assignment/Quiz # 1 Session 5: 2/4 TOPICS REQUIRED READING Assignments/Deliverables · The Value of Information (and Coordination) contd. · Chapter 6: Supply Chain Integration · EBeer Simulation (“Classic” and “Transparent”) conducted in class Session 6: 2/11 TOPICS REQUIRED READING Assignments/Deliverables · Mid-Term Exam · Team Case Study # 1 Discussion Mid-Term Exam Session 7: 2/18 TOPICS REQUIRED READING Assignments/Deliverables · Supply Chain Integration · Procurement, Sourcing and Outsourcing · Supply Contracts · Assigned Team Case Study # 2 TBD · Chapter 9: Procurement and Outsourcing Strategies · Chapter 4: Supply Contracts Session 8: 2/25 TOPICS REQUIRED READING Assignments/Deliverables · Supply Contracts (Contd.) · Global Logistics and Risk Management · Chapter 4: Supply Contracts · Chapter 12: Customer Value Session 9: 3/4 TOPICS REQUIRED READING Assignments/Deliverables · Global Logistics and Risk Management (Cont.) · Distribution and Fulfillment · Chapter 7: Distribution Strategies · Chapter 13: Risk Management · In-Class Assignment/Quiz # 2 · Team Case Study # 2 Presentations & discussions 11/25-26: Thanksgiving Session 10: 3/11 TOPICS REQUIRED READING Assignments/Deliverables · Distribution and Fulfillment (Contd…) · Final Exam Prep · Wrap-Up · Chapter 13: Risk Management · Team Case Study # 2 Presentations & discussions (contd..) Session 11: Wednesday, March 16th, 2022, from 8:00am to 11:00am Final Exam Faculty: Christopher Gopal, PhD. Dr. Gopal has over 35 years of experience in global supply chain & operations strategy, execution, and technology in a career that has encompassed industry executive management, consulting and executive education. Dr. Gopal has held executive positions at several leading companies, including Partner & Director of Global Supply Chain & Operations Services at Ernst & Young Consulting, VP in World-Wide Operations at Dell Computer, as well as executive VP positions at Unisys, Overland Storage and SAIC. His consulting clients have included prominent global and regional companies across a range of industries, and he has also assisted in several start-up companies. Dr. Gopal is a Member of the Defense Business Board (DBB), which provides the Secretary and Deputy Secretary of Defense, as well as other senior leaders, trusted independent and objective advice which reflects an outside private sector perspective on proven and effective best business practices for consideration and potential application to the Department. Chris is also a Supply Chain Advisor to the Global Fund based in Geneva, a public-private organization designed to accelerate the end of AIDS, tuberculosis, malaria and COVID as epidemics. Chris currently consults with companies, serves as the Senior Strategic Advisor at two AI-based Supply Chain and Customer Experience companies, teaches at the University of California San Diego and at the University of Southern California, where he also serves on the Advisory Board of the Global Supply Chain Management Center Chris serves on the Advisory Board of a prominent think-tank on Industrial Competitiveness, and recently served on a White House sub-committee on Manufacturing Technologies. He has been nominated to the Supply Chain Digest “Supply Chain Gurus” panel from 2015-2020. Chris holds a PhD from the University of Southern California, and an MBA from the Cranfield School of Management, UK. He is the lead co-author of three books on Supply Chain & Operations, Dr. Gopal has spoken and served as an invited panelist at major industry forums, including the Milken Institute Global Forum, IATA World Conferences, the OMI-OECD Forum, the Harvard Business Review Forum, the SecureAmerica Institute and the USC “Learning from the Pandemic to Improve Healthcare” Symposium. Trinity Western University Undergraduate Course Syllabus Course Number: Writing 101 IR Course Name: Writing and Culture Semester and Year: Spring, 2022 (January 6-April 14) Course Day(s) & Time: M/W/F 9:00-10:15am PT (Vancouver Time) Instructor: Nathan Kielstra Contact Information: Nathan.Kielstra@twu.ca Office Hours: M/W/F 11:50am-12:45pm (By email appointment only) Co-requisites or Pre-requisites: None Semester Hours: 3 Course Description: A preparatory course in academic writing, focusing on academic conventions, scholarly vocabulary and tone, and the development of cohesive arguments across the disciplines. While the tasks and assignments emphasize writing skills, the course also facilitates the growth of critical thinking skills through the thematic study of North American and Christian culture. This course is designed for students who have come from international contexts. Course Design This course is focused on developing individual writing skills through a genre-based approach to academic writing. Students will improve their academic writing ability through active participation in a variety of class activities designed to encourage critical thinking, increased knowledge of the rules of academic writing, and opportunities to improve research ability. Individual writing tasks will focus on targeted areas for improvement. Students will work through scaffolded writing assignments through step-by-step processes with the assistance of the instructor and learning coaches (writing mentors). Course Learning Outcomes: Upon completion of this course, students will be able to demonstrate: Applying effective scholarly, discipline-specific vocabulary (Knowledge and Application) Creating sentence structures that enable accurate, coherent expression (Knowledge and Application) Producing correct formatting (Knowledge and Application) Using basic APA documentation (Knowledge and Application) Analyzing and applying specific conventions and genres in different disciplines (Knowledge and Cognitive Complexity) Creating, developing, and supporting assertions (Cognitive Complexity) Employing different kinds of evidence according to the discipline and genre (Knowledge and Cognitive Complexity and Aesthetic/Interpretation) Using effective examples and detailed support (Cognitive Complexity) Arguing from different perspectives (Cognitive; Aesthetic/Interpretation; Global Engagement) Comparing and contrasting North American cultural concepts with other cultures and religions (Spiritual formation; Cognitive Complexity; Global Engagement) Interpreting how key historical and contemporary figures and events have shaped Western thought (Knowledge; Cognitive Complexity; Global Engagement) Investigating common cultural, literary, and biblical symbols/allusions (Knowledge) Discussing major biblical characters, stories, and events which have become allusions and cultural underpinnings (Knowledge) Reflecting on self as a beginning academic writer and on the formative process of writing in Canadian academic contexts Course Learning Evaluation: TWU WRTG 101 Grading System Letter Grade Percentage Grade Point A+ 90-100 4.3 A 85-89 4.0 A- 80-84 3.7 B+ 77-79 3.3 B 73-76 3.0 B- 70-72 2.7 C+ 67-69 2.3 C 63-66 2.0 C- 60-62 1.7 D+ 57-59 1.3 D 53-56 1.0 D- 50-52 0.7 F Below 50 0 Essays: 60% Course Learning Outcomes (CLO) · Personal Response 20% 1-11,13 · Integration Paper (IP) 20% 1-11,13 · Extended Definition Essay (DE) 20% All CLOs Exercises & Quizzes 10% All CLOs Summative Project: 30% All CLOs TOTAL: 100% NOTE: all students musts pass WRTG 101 before registering for ENGL 101. A passing grade is 50% or D-. More information about TWU Grading practices is available through the following link: http://www.twu.ca/university-standard-grading-system Required Texts and Materials: All materials are available at no cost digitally on Moodle. Materials include historical articles, archival material, and primary sources; social theories; other digital reference material, and the WRTG 101 Course Pack. Course Policies: Course Attendance Your attendance in this virtual learning class via Zoom is REQUIRED. Your professor expects you to communicate by email as soon as possible if you are not able to attend or complete in-class or post-class activities on time. (Note: messages delivered through classmates are not acceptable.) In case of the VPN disruption, students are responsible for finding a way to inform their professor immediately about their situation. Without this prompt communication, accommodations such as an extension of major assignments and exemption of the attendance policy will not be offered The Writing 101 course consists mainly of watching lecture videos and then applying what is learned to a class activity AND to the writing assignment. In addition, students are required to meet with a mentor writer, called a Learning Coach, once per week for approx. 30 minutes to have progress on the writing assignment checked. All students are expected to individually work through the lesson, submit the class activity, and attend the weekly Learning Coach appointment. Failure to complete these weekly activities will result in a 5% deduction on the grade of the major unit writing assignment per missed weekly activity (e.g., If an entire week of class activities was missed without excuse, the result would be a minimum 15% deduction on the final assignment for 2 missed classes and 1 missed Learning Coach appointment) You must attend class at least 75% of the time. If you fail to meet this standard, you are NOT allowed to take a final exam (or submit a final summative project). Essay Drafts and Student Accountability As you work on your essays, you must do the following:  1. Because the writing process proceeds over a number of days, the submission of essay worksheets and drafts will be required for all major-writing assignments. A drop box will be available on Moodle for essay drafts to be uploaded, and students will be expected to upload drafts of essays as they are being worked on. If the professor asks for this evidence of the student’s writing process, the student must provide it. If you cannot provide evidence or fail to upload sufficient drafts, the essay will not be accepted and will receive a grade of 0. 2. You must work with your learning coach. Students must attend a learning coach session once a week to receive fundamental writing support. Please make a weekly appointment through WC Online with your learning coach and bring your completed tasks/worksheets. After meeting your coach, make a revision on your work and save all drafts into a designated Draft Dropbox on Moodle to prove your own writing process. Learning coach attendance will be recorded for your professor’s reference and the final learning coach grades will be submitted to your instructor at the end of the semester. Unauthorized “help” will result in a 0 on the essay. 3. DO NOT write in one language and then use translation tools. DO NOT use Grammarly or other writing services or tools. If you submit an essay that has been written from a translation or writing tool, it will not be accepted and will receive 0.  Late Assignments & Revisions Late assignments are recorded. It is expected that students will notify the professor by email if an assignment will be late. Any assignment received late will also only receive a letter grade with basic suggestions for improvement rather than more detailed evaluation. Late essay deductions are assessed based on the policy below: TWU Richmond IDC Late Penalties: Point deduction with proper notification (email) Point deduction without proper notification Days 3 & 4: 20% deducted Days 1 & 2 20% deducted Days 5 & 6: 30% deducted Days 3 & 4 30% deducted Day 6 & after: Failed assignment Days 5 & after Failed assignment Students may revise ONE assignment during the semester. The maximum grade for a revision is B (76%), or a 5% bonus. Please note, a reasonable amount of student work must be submitted over the course of the semester in order to be considered for a grade (i.e., Only 1 revised assignment will be accepted on the last day of class, and additional assignments turned in without permission will not be accepted for a grade). Communication  You can email to me with specific questions about your writing or the assignments.  When you message me (or any professor), include the following information:  1) your official/English name; and 2) your student ID number. Please send the email only once. Remember that your professors are not available 24/7 and will not usually answer emails late at night or on the weekends.  Learning Coaches and Tutors Students are required to meet with a mentor writer/course assistant, called a Learning Coach, once per week to receive guidance/assistance with the writing assignments. This is the only additional assistance permitted in Writing 101. Failure to meet with learning coach on a regular basis will result in the final unit essay not being accepted for a grade, and missed appointments are penalized at 5% per missed appointment on the final unit essay grade. As the purpose of this writing course is to improve individual writing skill, the use of any additional assistance for essays in the form of paid/unpaid tutors is not permitted. A tutor in this situation is defined as anyone who provides a significant amount of help on a graded assignment beyond what the individual student is capable of achieving through their own effort. Students who feel they need additional assistance must first consult with the instructor. The instructor can communicate with learning coaches to offer you additional support. If a student seeks help from other services or tutors without consulting the professor, the paper will not be accepted and will receive a grade of 0. Integrity in Online Learning  As you study in the online environment, I require the following:  1. Do your own work. This means that the critical thinking, evidence, organization, and all aspects of writing you have done yourself. You may receive help from me and from your learning coach. You may have discussions about your ideas with your coach or with your classmates, but you must develop your OWN thinking and not copy from each other. You cannot work together with a friend and submit almost the same ideas.  2. Do not ask your roommate, friend, boy/girlfriend, homestay, brother or sister, or anyone else to help you. Do not ask other people to explain the assignments to you, study the videos for you, or teach you the course material. Rather, ask me or your learning coach 3. NEVER send or share your essay or worksheet with other students. Sharing your work with another student is considered a form of academic dishonesty, and you will get a Record of Academic Misconduct.  4. Use your OWN laptop to do all of your coursework (in all of your courses).   5. NEVER share your TWU login with anyone. No one can log into your courses except you. If anyone else logs into the course using your login, you will receive a Record of Academic Dishonesty which will go into your file in the Provost’s office, and you will receive a penalty in your grade.  Academic Integrity and Avoiding Plagiarism at TWU One of the core values of Trinity Western University is the integration of academic excellence with high standards of personal, moral, and spiritual integrity. The University considers it a serious offence when an individual attempts to gain unearned academic credit. It is the student’s responsibility to be informed about what constitutes academic misconduct. For details on this, and on identifying and avoiding plagiarism go to the University Homepage > Academics > Academic Calendar (Section: Academic Policies). Included also is a link to the student handbook regarding the university’s plagiarism policy: https://www.twu.ca/student-handbook/university-policies/academic-misconduct The following link is the procedures for dealing with acts of academic misconduct (undergraduate students): https://www.twu.ca/student-handbook/university-policies/academic-misconduct/procedures-dealing-acts-academic-0 https://prezi.com/od62fxnkbmxh/plagiarism-how-to-get-it-out-of-your-life/ (Prezi presentation) http://bit.ly/1p00KX3 (Google Slide presentation offering more comprehensive information) Campus Closure and Class Cancellation In the event of extreme weather conditions or other emergency situations go to the https://www.twu.ca/campus-notification. Course Statements: Academic Freedom With our charter, mission, and identity as a Christian university, Trinity Western University is committed to academic freedom, affirming and supporting it as defined and described in the statements of Universities Canada and the Tri-Council Research Granting Agencies provided in full at the following link: https://www.twu.ca/academic-freedom-trinity-western-university. Students should familiarize themselves with both the academic freedom statement and policy found at the Academic Freedom website. In this course, the academic freedom of both the course instructor and students is to be respected. Trinity Western University welcomes a diversity of academic perspectives, both in class discussion and submitted course work, provided they are thoughtfully and respectfully presented. Hate speech will not be tolerated. Accessibility Statement Students with a disability who need assistance are encouraged to contact the Centre for Accessible Learning upon admission to TWU to discuss their specific needs. All disabilities must be recently documented by an appropriately certified professional and include the educational impact of the disability along with recommended accommodations. Once documented with the Centre for Accessible Learning, a letter will be sent to the student’s professor recommending appropriate accommodations. Within the first two weeks of the semester, students must meet with their professors to agree on accommodations appropriate to each class. Students should follow the steps detailed by the Centre for Accessible Learning outlined on the website at https://www.twu.ca/academics/learning-commons/centre-accessible-learning. Hospitality in the Classroom TWU is committed to an ethic of inclusion centred on the principles of Christian hospitality, reciprocity and reconciliation. We seek to cultivate generous learning spaces that are based on respect for differences and are open to diverse views, opinions, and identities that are thoughtfully expressed in a collegial manner. We welcome and value all voices, including those from under-represented groups or those who have been marginalized. Tentative Course Outline: Date Module Theme Inquiry Focus Writing Focus Assignments Due Note: All Dates are Tentative Weeks 1-3 Intro to cultural literacy; deductive writing; APA How does an academic discipline affect writing choices? APA formatting, APA documentation Deductive patterns APA Template Assignment due: January 21 via dropbox Weeks 4-6 No Class February 21/23/25 for the Independent Study Break Historical Issues of Immigration and Race in Canada Historical and archival inquiry What do primary sources show us? Writing a Personal Response Personal Response Essay due: February 11 via Turnitin Personal Response In-Session Writing: February 7 Class Time Weeks 7-9 Contemporary Social Issues in North America Social and global inquiry How does a theory interpret a specific case? Writing an Integration/Case Study Paper Integration Paper due: March 11 via Turnitin Integration In-Session Writing: March 11 Class Time Weeks 10-14 Biblical underpinnings of Western culture Logical and ethical reasoning How can different perspectives and premises lead to different Writing Extended Definition Definition Essay due: April 8 via Turnitin Definition In-Session Writing: April 6 Class Time Revised Essays Final Draft due: April 15 via Turnitin Summative Project April 13 (Tentative—Subject to Change) “We acknowledge that Trinity Western University, Langley campus is located on the traditional ancestral unceded territory of the Stó:lō people.”