Program Change Proposal University College Organizational ... Course For… · e. ORGL 103 Organizational Management and Leadership 119 f. ORGL 139 Intro to Organizational Communication

Program Change Proposal

University College

Organizational Behavior

to

Organizational Leadership

Program Change Proposal

Organizational Behavior to Organizational Leadership

Table of Contents

1. Program Change Information 2

a. Program Change Form (including rational for change) 3

b. Proposed New Course Schedule 7

c. Summary List of Curricular Changes 8

d. Program Learning Outcomes 9

e. Curriculum Map of PLOs to Courses 10

f. 5-year Assessment Plan 12

g. New Catalog Copy 13

2. New course proposals 19

a. UCAD 123 Costs, Benefits and Decisions 20

b. UCAD 165 Project Management: Theory and Practice 30

c. ORGL 143 Mediation and Conflict Management 41

d. ORGL 180 Leadership: Culture and Challenges 52

e. ORGL 199 Organizational Leadership Capstone 63

3. Course revision proposals 75

a. UCAD 110 Budgeting and Financial Statement Analysis 76

b. UCAD 120 Argumentation and Persuasion 87

c. UCAD150 Applied Professional Writing 98

d. ORGL 100 Introduction to Organizational Leadership 107

e. ORGL 103 Organizational Management and Leadership 119

f. ORGL 139 Intro to Organizational Communication 130

4. Course deletion proposal 143

a. ORGB 23 Computer Concepts & Application 144

b. ORGB 155 Issues in Decision Making 144

c. ORGB 177 Organizational Structure, Design and Analysis 145

d. ORGB 178 Intro to Ethical Theories 145

UNIVERSITY OF THE PACIFIC

Changes to Existing Program form, Page 1 of 7 Updated November 2018

CHANGES TO EXISTING PROGRAM PROPOSAL

Please use this form to propose any curricular revision(s) of an existing degree program, major, minor, or existing concentration that changes the catalog copy. Also use this form for proposing a new concentration. If you are proposing a new degree program, degree type (e.g., BA to BS), major, or minor, please use the New Program Proposal or Proposal for New Minor as applicable. Note: All changes will become effective the following fall semester, if approved by Academic Affairs’ December meeting.

Before you proceed, please review the approval process in advance and leave time for each involved person or committee to review the proposal. Please attach new and revised course forms and syllabi for each new or revised course.

DATE: October 23, 2018 DEPARTMENT/SCHOOL: University College CONTACT PERSON: Farley Staniec, Academic Director PHONE/EMAIL: 209-946-2910 [email protected]

For all changes to the program, major, minor, or concentration, list current configuration on left (below) and proposed changes on right, so the proposed changes are clear to the committee.

Current: Proposed (list only revisions here):

School(s) University College University College

Program Organizational Behavior Organizational Leadership

Degree Bachelor of Science Bachelor of Science

Major Organizational Behavior Organizational Leadership

Concentration N/A N/A

Minor N/A N/A

1. What is the rationale for the above change?

This change is a result of an extensive evaluation of the program including a full Program Review (expedited to finish by Summer 2018 so that we could make changes in time for the Fall 2019 catalog), benchmarking with similar programs and consultation with an Industry Advisory Council to determine the needs of local employers and workers.

This is a degree‐completion program offered for returning adult students. Most of these students are working full time and coming back to school to get their degree so they can move forward in their careers. For this demographic, the shift in emphasis from Organizational Behavior to Organizational Leadership makes a lot of sense. Beyond gaining an understanding of behavior in organizations, they want to develop the skills to use that knowledge to assume positions of greater leadership and fulfill them successfully.



According to the annual survey by the National Association of Colleges and Employers, the skills desired by the most employers are soft skills that can make workers more successful in any position. The top four skills on this year’s list

(as well as last year’s) were problem‐solving, collaboration, communication and leadership. 1 While the current

curriculum is designed to provide significant development of the first three of these skills, revising our offerings to include a more explicit focus on leadership skills would likely be a better fit for what our students need to move them forward in their careers.

The program already had some leadership content, with “Leadership and Interpersonal Skills” as one of the Program Learning Outcomes. In this revision, many courses remain, but some have small changes in title, description and content to reflect the new focus. Other courses will be merged, keeping the content most relevant to the newly designed program, making room for courses more clearly focused on the development of leadership skills.

2. Does this revision change the current term schedule?

☒ No ☐ Yes If yes, please describe the changes:

3. Are there any changes to policy? ☒ No ☐ Yes If yes, provide the existing and proposed policy changes:

4. Are there any changes to the total amount of credit units required for the degree? ☐ No ☒ Yes If yes, provide existing and proposed unit changes, including overall program total before and

after the proposed change:

In alignment with changes being made in other units of the university, University College is lowering the units required for a Bachelor’s degree to 120 units. This allows the program to accept Associate’s Degrees for

Transfer (ADTs) from California Community Colleges, which requires ensuring students who enter with 60 units and the ADT can earn a degree from the program with only an additional 60 units.

5. Will the program require review or approval of the proposed changes by an accrediting agency?

☒ No ☐ Yes If yes, please indicate the agency and required process for review/approval:

6. Are additional faculty or additional capital equipment, space modification, library resources, technology, or operational funds needed? ☒ No ☐ Yes If yes, please describe, including the plan to obtain these resources and indicate dean approval:

7. Are other instructional departments/schools in the university affected by this proposal? Please ensure that signatures of department chairs and respective deans appear on the Program Approval Sheet.

☒ No ☐ Yes If yes, please indicate the department(s)/school(s):

8. Does this revision impact current students completing program? ☒ No ☐ Yes If yes, how? Include outline plan for current students:

9. Does this revision impact enrollment numbers? ☒ No ☐ Yes If yes, please describe.

1 National Association of Colleges and Employers, 2017. https://www.naceweb.org/about‐us/press/2017/the‐key‐attributes‐employers‐seek‐on‐students‐resumes/



10. Does this revision expand the program’s % of distance modality (instruction delivered online)? ☒ No ☐ Yes If yes, provide existing and proposed ratios of total program in-seat instructional hours vs online

delivery and contact the Office for Strategy and Educational Effectiveness to discuss whether WASC/WSCUC approval is needed (Accreditation Liaison Officer signature also required):

11. With the program changes, does the program meet Pacific’s credit unit policy? ☐ No ☒ Yes Please review the policy to be sure the program aligns with it.

12. Please attach any of the following that have been impacted by this program revision: (These are not required if you are only making changes to the electives in your program)

☒ Program goals

change in Program learning outcomes; revised PLOs attached

☐ Admission criteria ☒ Program degree requirements List of changes attached; rational for each change explained in corresponding course drop/revision/new course forms, all included in this package.

☐ Research requirements or comprehensive examinations ☐ Prerequisites ☐ Required sequence of course offerings by semester, applicable ☒ Typical program of study (multi-year list of courses to complete the program)

13. For ALL programs, please attach the following:

☒ Statement of program learning outcomes and levels of achievement expected for all students

by the time they graduate. For undergraduate programs, include any applicable undergraduate core competencies addressed in the course (critical thinking, written communication, oral communication, information literacy, quantitative reasoning)

☒ Curriculum Alignment Map (including which courses teach to each PLO and, for undergraduate programs, to

any of the five core competencies)

☒ Program Assessment Plan

☒ Corresponding changes to your program’s catalog copy



CHANGES TO EXISTING PROGRAM PROPOSAL APPROVAL SHEET

PROGRAM: ORGB

DEPARTMENT/SCHOOL: University College

CONTACT PERSON: Farley Staniec, Academic Director

PHONE/EMAIL: 209-946-2910 [email protected]

Please obtain signatures in the order they appear below, as applicable.

1. CHAIR(S) OF ALL INVOLVED DEPARTMENTS (for new courses and deletions): ________________________________________________________________ DATE: ___________

2. CHAIR(S), SCHOOL/COLLEGE CURRICULUM COMMITTEE(S):

______________________________________________________________________ DATE: _____________

3. DEAN(S) OF ALL INVOLVED SCHOOL(S)/COLLEGE: ______________________________________________________________________ DATE: _____________

4. REGISTRAR:

__________________________________________________________ DATE: _____________

5. WASC/WSCUC ACCREDITATION LIAISON OFFICER (if applicable): ________________________________________________________________________________________ DATE: _____________

6. ACADEMIC AFFAIRS COMMITTEE ON UNDERGRADUATE OR GRADUATE STUDIES (as applicable): ______________________________________________________________________ DATE: _____________

7. PROVOST or Designee: ______________________________________________________________________ DATE: _____________

Farley Staniec,

Academic Chair, Organizational Behavior Program

Farley Staniec, Academic Director University College

Patricia Campbell, Dean University College

11/08/2018

11/15/2018

11/15/2018



Program of study: This is a cohort‐based program, with all students taking every class together. As such, the program requirements are that the student complete all of these courses, with a minimum 2.0 gpa and 120 total units (Students will also have to meet all University requirements for transfer students—GE requirements, PACS 3, diversity course, and breadth requirements.) Fall 1: A: ORGL 100‐ Intro to Organizational Leadership UCAD 130 – Professional Communications B: ORGL 103 – Organizational Management and Leadership ORGL 135 – Public Relations Spring 1 A: UCAD 123 – Benefits, costs and decisions ORGL 143 – Mediation and Conflict Management B: UCAD 120 – Argumentation and Persuasion ORGL 105 – Organizational Social Psychology Summer A: UCAD 110 – Accounting and Financial Statement analysis ORGL 145 – Issues in Human Resources B: ORGL 139 – Organizational Communication PACS 3 ‐ Ethics Fall 2 A: UCAD 150 – Advanced professional writing UCAD 165 – Project Management B: ORGL 175 – Research Methods ORGL 180 – Leadership: Culture and Challenges Spring 2 A: ORGL 176 – Applied Research B: ORGL 199 – Organizational Leadership Capstone Link to Current Curriculum: https://www.pacific.edu/academics/university‐college/degree‐completion/curriculum.html



Current Action Content Change

100 Introduction Seminar Intro to Org Leadership moderate ORGL 100

105 Organizational Social Psychology unchanged none ORGL 105

109 Organization and Managerial Development Org. Mgmt and Leadership moderate ORGL 10

110 Accounting and Financial Statement Analysis unchanged? small UCAD 110

120 Critical Thinking for Adults Argumentation and Persuasion none, new description UCAD 120

130 Professional Communication unchanged none, new description ORGL 130

135 Public Relations: Principles and Marketing unchanged none ORGL 135

145 Issues in Human Resource Management unchanged none ORGL 145

149 Intro to Organizational Communication unchanged none, new descr. and number ORGL 139

150 Applied Professional Writing unchanged none, new number UCAD 150

155 Issues in Decision Making drop inc in Benefits/Costs/Decisions

175 Research Methods: Quant & Qualitative unchanged none ORGL 175

176 Applied Research unchanged none ORGL 176

177 Org. Structure, Design and Analysis replace with Capstone significant; dropped to 3 units

178 Intro to Ethical Theories replaced by PACS 3 none PACS 3

ECON 51 Economics Principles and problems drop inc in Benefits/Costs/Decisions

ORGB 23 Computer concepts and applications drop

Incl in 100, other courses as needed;

external training for students with weak

skills

New Courses Units From Where?

Costs, Benefits and Decisions units from Econ 51 UCAD 123

Mediation and Conflict Management units from ORGB 23 ORGL 143

Project Management: Theory and Practice units from ORGB 155 UCAD 165

Leadership: Culture and Challenges replace 3 units of 177 ORGL 180

Organizational Leadership Capstone replace 3 units of 177 ORGL 199




Program Learning Outcomes

1. Development and application of leadership skills a) Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings. (CT, OC, WC, IL) b) Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for addressing these issues. (CT, QR, IL) 2. Evaluation and use of quantitative and qualitative information Critically evaluate data, information and literature, and demonstrate competence in using quantitative and qualitative reasoning to analyze and solve problems. (CT, QR, IL) 3. Effective Communication (WC, OC, CT) Communicate clearly, cogently and effectively, in both written and oral forms, adapting presentations as appropriate for a range of audiences and a variety of professional uses. 4. Ethical reasoning (CT, WC) Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to enable effective professional and civic leadership and engagement. _______

Following each PLO is an indication of the University Core Competency(ies) to which it matches: Critical Thinking (CT), Quantitative Reasoning (QR), Oral Communication (OC), Written Communication (WC), and Information Literacy (IL) Assessment target for all PLOs is that 80% of graduating students will have met or exceeded the standards for each learning outcome, showing evidence of that sometime within the year prior to their completion of the program.

I: Introduction

D: Development

M: Mastery

Program Learning Outcomes (described at foot of table)

Course Title

Leadership Skills:

Development

Leadership Skills:

Applications

Evaluation and use of

Quantitative and

Qualitative

Effective

Communication Ethical Reasoning

ORGL 100 Intro to Organizational Leadership I I I

ORGL 105 Organizational Social Psychology I I I I

ORGL 103 Organizational Mngmt & Leadership D D D D

UCAD 110 Budgeting and Fin. Statement Analy. D D

UCAD 120 Argumentation and Persuasion I I I D D

UCAD 123 Benefits, Costs and Decisions I/D D I/D

UCAD 130 Professional Communication I I D D

ORGL 135 PR Principles and Marketing D D D D

ORGL 139 Organizational Comm D D I D D

Curriculum Map: BS in Organizational Leadership

Learning outcome, or aspect(s) of it, introduced at entry‐level complexity

Learning outcome, or aspect(s) of it, developed/reinforced

Learning outcome mastered at integral complexity at level appropriate for a program

graduate

To appear on the map as I, D, or M a course must have at least one assessment of the outcome at the level

specified and one associated assignment with feedback to students on their performance.

For each course in the program, the curriculum

map indicates the level (if any) at which the course

addresses each of the PLOs. A blank indicates that

the PLO is not substantially addressed in that

course

ORGL 143 Mediation and Conflict Mngmt. D D D D

Course Title

Leadership Skills:

Development

Leadership Skills:

Applications

Evaluation and use of

Quantitative and

Effective

Communication Ethical Reasoning

ORGL 145 Issues in Human Resource Mgmt D D D D

UCAD 150 Advanced Professional Writing M

UCAD 165 Project Management D D D

ORGL 175 Research Methods: Quant & Qual D D D

ORGL 176 Applied Research M D D

ORGL 180 Leadership: Culture and Challenges M M M

ORGL 199 Organizational Leadership Capstone M M M M M

Development and application of leadership skills:a) Development: Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings.b) Application: Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for addressing these issues.

Evaluation and use of quantitative and qualitative information: Critically evaluate data, information and literature, and demonstrate competence in using quantitative and qualitative reasoning to analyze and solve problems.

Effective Communication: Communicate clearly, cogently and effectively, in both written and oral forms, adapting presentations as appropriate for a range of audiences and a variety of professional uses.

Ethical reasoning: Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to enable effective professional and civic leadership and engagement.

Five-year Program Assessment Plan (Gathering Evidence for all Program Learning Outcomes)

June 2017 1

Program name: Date last updated:

2018-19 2019-20 2020-21 2021-22 2022-23 Program Learning Outcomes (PLO)

Evaluation and use of quantitative and qualitative information

Effective Communication

Development and application of leadership skills

Ethical reasoning

Evaluation and use of quantitative and qualitative information

How will we know and show what our students have learned at or near graduation?

Identify course (or other context near end of student’s degree) where you will gather evidence

ORGB 176 – Applied Research

ORGL 199 – Organizational Leadership Capstone

ORGL 199 – Organizational Leadership Capstone

ORGL 180 - Leadership: Culture and Challenges

ORGB 176 – Applied Research

List specific assignment, exam, or performance that you will collect as evidence

Student research project using statistical methods and qualitative analysis.

Student final written paper and presentation of Organizational Leadership issue analysis.

Student project synthesizing leadership concepts and applying to contemporary leadership challenge.

Written assignment in which students integrate ethical reasoning in the analysis of contemporary leadership challenges.

Student research project using statistical methods and qualitative analysis.

List scoring or measurement tools used to assess level of student performance

Rubric holistically evaluating the student’s achievement of the PLO (1-does not meet standard; 2-meets standard; 3-exceeds standard)





List PLOs assessed each year

Catalog copy changes

listed for each of the four catalog tabs: home page, outcomes, major and courses

1. Home Page

Current catalog copy on Organizational Behavior home page:

from:

Evening Degree Completion Program The Bachelor of Science in Organizational Behavior is designed to meet the needs of adult students….

through to:

….A residency requirement stipulates that a minimum of 32 of the last 40 units taken for completion of the undergraduate degree must be taken at Pacific.

To be replaced with:

Bachelor of Science in Organizational Leadership The Bachelor of Science in Organizational Leadership is designed for working adult students who are returning to college to meet their professional and personal goals. Students develop knowledge and skills to be successful leaders in their careers and communities. Courses are offered in the evening, making it easier for working students to complete their undergraduate education while working full-time. While the majority of contact hours are in-seat, a hybrid format allows for flexibility in offering some content online to best meet the needs and constraints of our students.

The degree is offered in an accelerated, year-round, format. Courses are on an 8-week term, with students completing two three-unit courses each term on a set schedule with the same cohort of classmates. Entering students will ideally have at least 66 units of college coursework before entering the program, so that the additional 54 units of degree requirements will provide them with the 120 units total required for graduation. Students with fewer units may be admitted with the understanding that they will need to take additional courses beyond those required by the Organizational Leadership degree program to complete their graduation requirements.

This program is not open to current Pacific students and requires an interview of each applicant. There is a special reduced tuition for this program.

Degree Requirements The BS Organizational Leadership degree requires 120 units of credit including fulfilling University fundamental skills proficiency requirement, and completion of the University General Education Program and diversity requirements. Students must earn a minimum grade point average (GPA) of 2.00 in all college work taken for the degree at Pacific as well as in the courses taken as requirements in the major. A maximum of 20 units may be earned through a combination of concurrent enrollment in classes at other colleges and universities while enrolled at Pacific (maximum transfer unit policy applies), including transferable online and extension courses from other regionally accredited colleges and universities, and military courses evaluated by the American Council on Education. A residency requirement stipulates that a minimum of 32 of the last 40 units taken for completion of the undergraduate degree must be taken at Pacific.

2. Outcomes page

Current program learning objectives to be replaced with new Organizational Leadership PLOs:

1. Development and application of leadership skills

a) Demonstrate knowledge and skills necessary for success in management and leadership positions in a

variety of organizational settings.

b) Identify opportunities and challenges in organizational leadership and apply appropriate concepts,

principles, and research methods to develop and assess strategies and approaches for addressing these

issues.

2. Evaluation and use of quantitative and qualitative information

Critically evaluate data, information and literature, and demonstrate competence in using quantitative

and qualitative reasoning to analyze and solve problems.

3. Effective Communication

Communicate clearly, cogently and effectively, in both written and oral forms, adapting presentations as appropriate for a range of audiences and a variety of professional uses.

4. Ethical reasoning

Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to

enable effective professional and civic leadership and engagement.

3. Major page All new copy except as noted in italics (keeping GE breadth/diversity/skills section)

Bachelor Of Science in Organizational Leadership Students must complete a minimum of 120 units with a Pacific cumulative and major/program grade point average of 2.0 or higher in order to earn BS degree in Organizational Leadership. The courses required for the degree and Pacific Seminar 3 (required of all seniors) total 54 units of credit, the remaining 66 can come from transfer credit or other Pacific coursework.

I. General Education Requirements

Minimum 30 units and 10 courses that include PACS 003 What is an Ethical Life? 3 units and one course from each subdivision below: list of the 9 GE categories and the diversity and fundamental skills requirements from current catalog c) Major requirements Students must complete all of the following:

Six professional skills classes for 18 units Units

UCAD 110 Budgeting and Financial Statement Analysis 3

UCAD 120 Argument and Persuasion 3

UCAD 123 Costs, Benefits and Decisions 3

UCAD 130 Professional Communication 3

UCAD 150 Applied Professional Writing 3

UCAD 165 Project Management: Theory and Practice 3 11 Major classes for 33 units

ORGL 100 Intro to Organizational Leadership 3

ORGL 103 Organization and Managerial Development 3

ORGL 105 Organizational Social Psychology 3

ORGL 135 Public Relations: Principles and Marketing 3

ORGL 139 Organizational Communication 3

ORLG 143 Mediation and Conflict Management 3

ORGL 145 Issues in Human Resource Management 3

ORGL 175 Research Methods: Quant & Qualitative 3

ORGL 176 Applied Research 3

ORGL 180 Leadership: Culture and Challenges 3

ORGL 199 Organizational Leadership Capstone 3

Total units 51

4. COURSE PAGE

ORGANIZATIONAL LEADERSHIP NEW COURSE DESCRIPTIONS

Below are new catalog descriptions for courses that have new names and/or descriptions (appropriate

course change forms are included in program change proposal.)

UCAD 110 Budgeting and Financial Statement Analysis

CATALOG COURSE DESCRIPTION: This course focuses on the accounting elements that are presented in

each of the financial statements and how the financial statements are analyzed using the liquidity,

solvency, and profitability ratios. Emphasis is placed on using accounting as a tool to assist managers

in the decision‐making process. This course also offers a brief introduction to the master budget

process.

UCAD 120 Argumentation and Persuasion

CATALOG COURSE DESCRIPTION: This course is intended to help students become more competent at

making persuasive arguments and identifying weaknesses in arguments in a professional context.

Students will be introduced to critical issues and topics for persuasive argumentation including

decision making, genres, logos, pathos, and ethos.

UCAD 123 Cost Benefits and Decisions

CATALOG COURSE DESCRIPTION: This course examines how decisions are made. The economic

framework of rational choice theory—taking action as long as benefits outweigh costs—is used a

starting point for analyzing decision‐making behavior of individuals, firms and governments. We

consider how costs and benefits are measured and how to evaluate the validity of information and

data used in assessing them. Basic game theoretic models are introduced to explain strategic

decision‐making. The limits of rational choice theory are also addressed with insights from behavioral

economics.

UCAD 150 Advanced Professional Writing

CATALOG COURSE DESCRIPTION: This course will help students write more clearly, concisely, and

persuasively for specific audiences in professional contexts. Students will learn to identify the needs

of their audience, determine what information to include and how, and to structure a document to

answer questions, solve problems or otherwise effectively meet the needs of a given audience and

context.

UCAD 165 Project Management: Theory and Practice

CATALOG COURSE DESCRIPTION: This course develops a foundation of concepts and solutions that

supports the planning, scheduling, controlling, resource allocation, and performance measurement

activities required for successful completion of a project. Additional consideration is given to the

project lifecycle, Gantt charting, execution and implementation strategies, risk management,

budgeting, influence and team leadership.

ORGL 100 Introduction to Organizational Leadership

CATALOG COURSE DESCRIPTION: An introduction to organizational leadership by focusing on what it

means to be a good leader. Emphasis is placed on the practice of leadership. Students will also be

trained in digital information literacy including identifying and evaluating sources for credibility and

applying the sources into practice.

ORGL 103 Organizational Management and Leadership

CATALOG COURSE DESCRIPTION: This course presents a comprehensive, integrative, and practical focus

on leadership and management. It is based upon a framework that analyzes leadership and

management at different levels: individual leadership, team leadership, and organizational leadership.

This courses also focused on foundational skill development as a manager/leader.

ORGL 139 Organizational Communication

CATALOG COURSE DESCRIPTION: This course provides an overview of some of the most important

theories and research in the area of organizational communication. Students will learn about the

essential role of communication in a number of organizational settings, and develop skills in applying

organizational communication theories, concepts, and perspectives to diagnose, prevent, and address

organizational issues.

ORGL 143 Mediation and Conflict Management

CATALOG COURSE DESCRIPTION: Conflict is inevitable, but it does not have to be debilitating for

individuals and organizational/social systems. This course explores the theory and practice of dispute

resolution using interest‐based mediation and negotiation techniques. Students gain a broad

understanding of mediation and negotiation strategies, learn skills that lead to greater success in

managing conflict, and develop confidence in the mediation process as an effective means for

resolving interpersonal, organizational, and community disputes.

ORGL 180 Leadership: Culture and Challenges

CATALOG COURSE DESCRIPTION: This course focuses on how leadership skills students have developed

throughout the program can be applied to have meaningful and positive impact on organizations,

communities, or societies. The course looks exemplary leaders and at contemporary leadership

challenges, with special consideration of the moral aspects of effective leadership. Emphasis is on

integrating practical leadership skills with qualities such as authenticity, integrity, and emotional

intelligence to effectively address challenges in a variety of settings including and beyond the

workplace. Prerequisite: ORGL 103

ORGL 199 Organizational Leadership Capstone

CATALOG COURSE DESCRIPTION: The course is designed to help students in integration of their academic

study of organizational leadership and their leadership experience in various organizational settings in

preparation for their leading efforts to become active members in today’s competitive work force

market. Students will analyze and synthesize the concept of organizational leadership using various

perspectives and methodologies to investigate an organizational leadership issue or a problem.

Code changes no change in number, title, description or any other aspect of course

In addition to new course names, numbers and descriptions listed above, the following courses will have

only their code changed from ORGB (which will no longer be used) to one of two newly‐created codes:

UCAD (University College Academic Division) for professional skills courses that may be part of

the program for other degree completion programs UC may launch in the future.

ORGL (Organizational Leadership) for courses specific to the Organizational Leadership program

From To

Professional Communication ORGB 130 UCAD 130

Organizational Social Psychology ORGB 105 ORGL 105

Public Relations: Principles and Marketing ORGB 135 ORGL 135

Issues in Human Resource Management ORGB 145 ORGL 145

Research Methods: Quantitative and Qualitative ORGB 175 ORGL 175 Applied Research ORGB 176 ORGL 176

New Course Proposals

University College



New Course Proposal, Page 1 of 5 Updated November 2018

NEW COURSE PROPOSAL

Please use this form to add a new course. Note: All changes will become effective the following fall semester, if approved by Academic Affairs on Undergraduate Studies (AACU) or Academic Affairs on Graduate Studies (AACG) by the December meeting.

Before you proceed, please review the approval process in advance and leave time for each involved person or committee to review the proposal.

DATE: October 23, 2018


CONTACT PERSON & PHONE/EMAIL: Farley Staniec x62910 [email protected]

New Courses: Please complete this entire form (items 1-19)

1. New Course:

Proposed Course Subject and # UCAD 123 Title Benefits, Costs and Decisions Prerequisites None Units 3

Rationale for new course: This course pulls the most relevant aspects from two courses in the old curriculum: Issues in Decision Making and Economics Principles and Problems. It focuses on decision-making in every sector as an evaluation of costs and benefits, making clear that costs and benefits are very broadly defined—much more than monetary, they can be non-monetary (time costs) socially determined or psychological. It also covers the fundamentals of traditional cost-benefit analysis that managers/leaders of firms should understand.

For approval of new course numbers: Send the request to this email: [email protected]. The request needs to include the department, the course title, and a suggested discipline & number. Please attach the email approving the new course number to this proposal.

2. Please attach syllabus with all required elements, including course learning outcomes

and the program learning outcomes to which these map (See full list of Syllabus requirements).

3. Please provide the copy as it is to appear in the catalog and online. This includes

the course description, specific prerequisites, co-requisites, lab/discussion and any restrictions on registration (e.g., majors only). Note: Unless indicated here, a passing grade for a prerequisite course is considered a “D.”

Insert Catalog Copy: This course examines how decisions are made. The economic framework of rational choice theory—taking action as long as benefits outweigh costs—is used a starting point for analyzing decision-making behavior of individuals, firms and



governments. We consider how costs and benefits are measured and how to evaluate the validity of information and data used in assessing them. Basic game theoretic models are introduced to explain strategic decision-making. The limits of rational choice theory are also addressed with insights from behavioral economics.

RELATIONSHIP TO OTHER COURSES

4. Is this course cross-listed with others? ☒No ☐Yes If yes, which courses?

Subject/Course # Title Subject/Course # Title Subject/Course # Title

5. Course Similarities a. Is this course similar in content to course(s) in another school or department? ☒No ☐Yes If yes, which course(s)?


b. If yes, how is this course distinctive?

6. Will other courses be deleted as a result of this proposal when this course is created? ☒No ☐Yes If yes, please complete a course deletion form.

7. Anticipated additional resources: ☐Faculty ☐Technology

☐Funds ☐Computer Lab**

☐Facilities ☐Software**

☐Library* ☐Other ____________

* The signature of the Dean of the Library is applicable. ** The signature of the Chief Information Officer is applicable.

DEGREE AUDIT INFORMATION

8. Does this course satisfy undergraduate General Education requirements? *GE approval required prior to submission to Academic Affairs* ☒No ☐Yes If yes, what area does it satisfy: ☐IA ☐IB ☐IC

☐IIA ☐ IIB ☐IIC ☐IIIA ☐IIIB ☐IIIC



9. Does this course satisfy the Undergraduate Diversity Curriculum Requirements? *Diversity Committee approval required prior to submission to Academic Affairs*

☒No ☐Yes

10. To which of the following undergraduate core competencies does this course map? The course must have at least one significant graded assignment per competency selected.

☒Critical Thinking ☐Written Communication ☐Oral Communication ☒Information Literacy ☒Quantitative Reasoning

11. Was this course ever offered under a Special Topics number? ☒No ☐Yes If yes, provide info below.

Special Topics Subject/Course #

Last year taught Course Title

12. Will this course fulfill a major requirement for your program? ☐No ☒Yes If yes, then what area/requirement does it fulfill? ☐Upper Division Elective ☒Core Major ☐Lower Division elective ☐Other__________________

13. Does this course fulfill an undergraduate minor requirement for your program? ☒No ☐Yes If yes, then what area/requirement does it fulfill? ☐Upper Division Elective ☐Core Major ☐Lower Division elective ☐Other__________________

REGISTRATION INFORMATION 14. Units: ____3______ (if units can be variable, please indicate)

a. Maximum # of times that can be taken for credit __1___: for a maximum of __3___ units for credit.

15. Does this course meet Pacific’s credit unit policy? Please describe below. This course will meet for 260 minutes once per week for an 8-week term (=38.4 hours at the standard of 50 minutes/hour. These meetings will be standard lecture/discussion/hands-on in person learning. In addition, the course will have one additional contact hour (not necessarily synchronous) per week provided in online discussions and activities to meet the requisite 45 hours.

16. Grading options available to students who enroll (check all that apply): ☒Letter (A-F) ☐Pass/No Credit ☐Audit



17. Schedule Type for Courses (check all that apply): ☒Lecture ☐Thesis ☐On-line ☐Other

☐Lab ☐Doctoral Project ☐Activity Course

☒Discussion ☐Internship, Co-op, Fieldwork ☐Practicum

☐Seminar ☐Applied Music ☒Blended

☐Research/independent Study ☐Studio Instruction

18. Maximum Enrollment: 25

19. Is a special fee to be charged? ☒No ☐Yes If yes, list the charge and fee code: _____________

☐Per unit or ☐Flat fee

For new fee code: Course Fee Request Form



NEW COURSE PROPOSAL

DATE: October 23, 2018 DEPARTMENT/SCHOOL: University College CONTACT PERSON & PHONE/EMAIL: Farley Staniec x62910 [email protected] COURSE NUMBER: UCAD 123

Please obtain signatures in the order they appear below, as applicable. 1. CHAIR(S) OF ALL INVOLVED DEPARTMENT(S) (if applicable):

___________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________

3. DEANS OF ALL INVOLVED SCHOOLS/COLLEGE:

_____________________________________________________________________ DATE: _____________

4. REGISTRAR:

_______________________________________________________________________________________ DATE: _____________

5. ACADEMIC AFFAIRS COMMITTEE ON UNDERGRADUATE OR GRADUATE STUDIES (as applicable):

_____________________________________________________________________ DATE: _____________

___________________________________________________________ DATE: _____________




11/8/2018

11/15/2018

11/15/2018


BENEFITS, COSTS AND DECISIONS

SCHOOL: University College SUBJECT CODE: UCAD COURSE NUMBER: 123 COURSE NAME: Benefits, Costs and Decisions NUMBER AND TYPE OF UNITS: 3 COURSE TIME AND LOCATION: Tuesdays, 5:30-9:30pm, 1776 March Lane, 290A/B INSTRUCTOR NAME: Farley Staniec, 209-946-2910, [email protected] (preferred contact)

COURSE DESCRIPTION

This course examines how decisions are made. The economic framework of rational choice theory—taking action as long as benefits outweigh costs—is used a starting point for analyzing decision-making behavior of individuals, firms and governments. We consider how costs and benefits are measured and how to evaluate the validity of information and data used in assessing them. Basic game theoretic models are introduced to explain strategic decision-making. The limits of rational choice theory are also addressed with insights from behavioral economics.

LEARNING OUTCOMES

Students successfully completing this course will have developed a thorough understanding of how individuals, firms,

and governments evaluate costs and benefits and make decisions. Achievement of this outcome will include mastering

the following learning objectives:

(Outcomes are followed by code for Organizational Leadership Program Learning Outcomes and University Core Competencies to which they map, listed below the outcomes.)

Describe how costs and benefits (monetary and non‐monetary) are defined and measured for individuals, firms and governments. (CT, QR, PLO: 1a, 2)

Explain incremental (marginal) decision‐making and apply these principles to analyze how decision‐makers respond to changes costs and benefits. (CT, QR, PLO: 1a, 1b, 2)

Evaluate the use and mis‐use of quantitative information, particularly in framing costs and benefits of policy decisions. (CT, QR, IL, PLO: 1b, 2, 4)


Analyze strategic decision‐making using a simple game theoretic framework. (CT, QR, PLO: 1a, 1b,2,4)

Critique the rational choice model using examples of judgement heuristics and associated biases, and explain how decisions can be influenced by understanding and exploiting these biases. (CT, 1b, 2, 3.)

Core Competencies: CT – Critical Thinking, QR – Quantitative Reasoning, WC – Written Communication, IL – Information Literacy. Program Learning Outcomes:


a) Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings. b) Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for addressing these issues. 2. Evaluation and use of quantitative and qualitative information Critically evaluate data, information and literature, and demonstrate competence in using quantitative and qualitative reasoning to analyze and solve problems. 3. Effective Communication Communicate clearly, cogently and effectively, in both written and oral forms, adapting presentations as appropriate for a range of audiences and a variety of professional uses. 4. Ethical reasoning Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to enable effective professional and civic leadership and engagement.

RESOURCES

Much of the course will be based on open educational resources, public websites and articles available through the Pacific library, so that students will not be required to purchase a text.

Recommended, but not required: Kahneman, Daniel (2011) Thinking Fast and Slow. New York: Farrar, Straus, Giroux.

Students are required to have access to a computer and reliable internet connection outside of class to fully engage with the readings, discussions, assignments and other course material that will be on the course Canvas website.

EVALUATION METHODOLOGY

Your final course grade will be based on your performance on a number of intellectual exercises, each of which are

discussed in greater detail on the following pages. The weights of each of these items in determining your final course

numerical grade is as follows:

Written Problem sets 29% total


Readings questions 10% total

Discussion boards 10% total

Midterm exam 20%

Decision analysis paper 15%

Attendance and participation 16%

Copies of student work may be retained to assess how the learning objectives of the course are being met.

GRADING SCALE

All your assignment grades will be converted to a numerical grade based on a 100‐point scale (corresponding to letter

grades as outlined below.) Then the scores will weighted as described above and summed for your final course letter

grades will be assigned based on your course numerical grade as follows:

92.5% and up = A, 89.5‐92.49 = A‐,

87.5‐89.49 = B+, 82.5‐87.49 = B, 79.5‐82.49 = B‐,

77.5‐79.49 = C+, 72.5‐77.49 = C, 69.5‐72.49 = C‐,

67.5‐69.49 = D+, 59.5‐67/49 = D, 59.49 and below = F

Copies of student work may be retained to assess how the learning objectives of the course are being met.

DESCRIPTION OF EVALUATION

Problem sets Problem sets will be posted on Canvas after each class, to be completed before the next class. Problem sets consist of questions designed to check your understanding of the material and to give you practice applying economic concepts to new problems and explaining things in your own words. One goal of the problem sets is to keep you current with the material and to get you thinking about it outside of class. To encourage this effort, problem sets will be graded not only for correctness but for evidence that serious thought was put into the assignment. You are allowed and encouraged to discuss the questions with your classmates and professor. However, each student must submit their own answers. Problem sets showing signs of ‘excessive collaboration’ will each receive a grade of zero. Late problem sets (turned in after the assignment is collected) will receive half of the earned credit. After one late problem set, any further late assignments will receive a maximum of 25% credit. Readings questions: These will be few fairly straightforward questions based on the readings assigned for the week. They will be assigned and graded on Canvas and will be due by 5pm on the evening we have class. The point is not to test you on understanding, as we will discuss the material in much greater detail in class. The goal is to give you an incentive to make sure you have read the material in advance of class, as that will make class time more productive for all of us. Discussion boards To provide further experience in applying economic concepts to everyday events, there will be a discussion posted every week on Canvas in which you are expected to participate. These will take the form of questions posed by me about topics that we’re discussing in class as they manifest in the ‘real world,’ often relating to a current event or


asking you to reflect on situations in which you see our class concepts in action. You will be expected to, at a minimum, create one thorough, well‐thought initial post responding to the prompt for each discussion assigned. Your initial post should address the question(s) in the prompt directly and be a minimum of one well‐constructed paragraph (about 200 words.) You are also expected to respond to your classmates’ posts. Responses should address the comments or questions of the person you are responding to in a meaningful way, demonstrating an understanding of the material and clearly addressing the points made your classmates’ initial post, either supporting and extending the ideas, asking thoughtful questions, respectfully disagreeing or otherwise contributing to a dialogue.

Attendance and participation Both are of enormous value in learning the material. The more often you interact with economic concepts, the more accessible and understandable they become. You are expected to attend the entire class every week—arriving early enough to be comfortably situated and ready to start class at 5:30. As an economist, I am well aware that people respond to incentives; thus, simply showing up on time for every class and staying for the entire period and be actively present the entire time (i.e. not being distracted by your electronic devices or zoning out) is worth 8% of your final grade.

Active and effective participation in class includes engaging in discussion, asking and answering questions, and making and sharing connections between the course material and examples from your work or other life experiences. It also includes working collaboratively with classmates on on‐class problems or small‐group discussion, to which all students are expected to make useful contributions. Successful and meaningful class participation will contribute an additional 8% to your course grade and an invaluable amount to your learning.

POLICIES

Honor Code:

The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity, responsibility, and personal integrity. Students are expected to:

• act honestly in all matters • actively encourage academic integrity • discourage any form of cheating or dishonesty by others • inform the instructor and appropriate university administrator if she or he has a reasonable and good faith belief

and substantial evidence that a violation of the Academic Honesty Policy has occurred.

Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If a student is found responsible, it will be documented as part of her or his permanent academic record. A student may receive a range of penalties, including failure of an assignment, failure of the course, suspension, or dismissal from the University. The Academic Honesty Policy is located in Tiger Lore and online at http://www.pacific.edu/Campus-Life/Safety-and-Conduct/Student-Conduct/Tiger-Lore-Student-Handbook-.html

Accommodations for Students with Disabilities:

If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request Letter.

3-Step Accommodation Process

1. Student meets with the SSD Director and provides documentation and completes registration forms.


2. Student requests accommodation(s) each semester by completing the Request for Accommodations Form. 3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation

Request Letter

To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD as early as possible in each term. After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s).

The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209-946-3221. Email: [email protected]. Online: http://www.pacific.edu/disabilities

NOTE: The preceding information is the minimal information required in this section of the course syllabus, instructors are free to expand on the information above and/or add any additional information below. See requirements below for Program Objectives and Course Schedule.

COURSE OUTLINE

Week 1: Understanding benefits and costs and how we make decisions Week 2: Rational choice and decision‐making behavior of individuals Week 3: Cost‐benefit analysis and the decisions of firms Week 4: What happens when firms and individuals all make the best choice for them? ‐supply and demand and the efficiency of markets Week 5: Costs, benefits and public policy I ‐why/how does the government get involved in decisions individuals and firms make? (or: why markets aren’t always efficient and why efficiency isn’t all we care about) Week 6: Costs, benefits and public policy II ‐how does the government fund all its actions and what effect does tax policy have on the behavior of firms and individuals Week 7: What if your benefits and costs depend on someone else? ‐using game theory to understand strategic decision‐making Week 8: Beyond costs and benefits: Limits to rationality ‐Behavioral economics insights into seemingly irrational decision‐making


New Course Proposal, Page 1 of 5 Sept 2018 (Updated #5 on Sign Page)

NEW COURSE PROPOSAL







1. New Course:

Proposed Course Subject and # UCAD 165 Title Project Management: Applied Theory and Practice Prerequisites Units 3

Rationale for new course: This addition of this course to the curriculum was prompted by the significant demand for project management skills and certification evidenced by enrollments in non-degree project management courses in University College, as well as discussions with our Industry Advisory Council. These skills are necessary for managers and project leaders and are applicable across all industries and sectors.


2. Please attach syllabus with all required elements, including course learning outcomes and

the program learning outcomes to which these map (See full list of Syllabus requirements).

3. Please provide the copy as it is to appear in the catalog and online. This includes the course description, specific prerequisites, co-requisites, lab/discussion and any restrictions on registration (e.g., majors only). Note: Unless indicated here, a passing grade for a prerequisite course is considered a “D.”

This course develops a foundation of concepts and solutions that supports the planning, scheduling, controlling, resource allocation, and performance measurement activities required for successful completion of a project. Additional consideration is given to the project lifecycle, Gantt charting, execution and implementation strategies, risk management, budgeting, influence and team leadership.




4. Is this course cross‐listed with others?

☒No ☐Yes If yes, which courses?


5. Course Similarities a. Is this course similar in content to course(s) in another school or department?

☒No ☐Yes If yes, which course(s)?



6. Will other courses be deleted as a result of this proposal when this course is created?

☐No ☒Yes If yes, please complete a course deletion form.

7. Anticipated additional resources: N/A Explain:

☐Faculty ☐Technology











☒No ☐Yes


☒Critical Thinking ☒Written Communication ☐Oral Communication ☐Information Literacy ☒Quantitative Reasoning








REGISTRATION INFORMATION 14. Units: ___3_______ (if units can be variable, please indicate)

a. Maximum # of times that can be taken for credit ___1__: for a maximum of __3___ units for credit.

15. Does this course meet Pacific’s credit unit policy? Please describe below. This course will meet for 240 minutes once per week for an 8-week term (=38.4 hours at the standard of 50 minutes/hour. These meetings will be standard lecture/discussion/hands-on in person learning. In addition, the course will have one additional contact hour (not necessarily synchronous) per week provided in online discussions and activities to meet the requisite 45 hours. 16. Grading options available to students who enroll (check all that apply): ☒Letter (A-F) ☐Pass/No Credit ☐Audit












NEW COURSE PROPOSAL

DATE: October 23, 2018 DEPARTMENT/SCHOOL: University College CONTACT PERSON & PHONE/EMAIL: Farley Staniec x62910 [email protected] COURSE NUMBER: UCAD 165


___________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________

4. REGISTRAR:

_______________________________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________




11/8/2018

11/15/2018

11/15/2018

UNIVERSITY OF THE PACIFIC UNIVERSITY COLLEGE, CPCE

UCAD 165 PROPOSED SYLLABUS

SCHOOL: University College, Center for Professional & Continuing Education (CPCE) SUBJECT CODE: UCAD 165 COURSE NUMBER: COURSE NAME: Project Management: Applied Theory and Practice SEMESTER: UNITS: 3 Units COURSE DATES, TIMES AND LOCATION: INSTRUCTOR:

TABLE OF CONTENTS Course Description Grading Scale

Course Objectives Course Outline Teaching Methodology Policies

Learning Resources Course Goals Behavioral Expectations Program Outcomes Grading Methodology University Outcomes

COURSE DESCRIPTION

This course develops a foundation of concepts and solutions that supports the planning, scheduling, controlling, resource allocation, and performance measurement activities required for successful completion of a project. Additional consideration is given to the project lifecycle, Gantt charting, execution and implementation strategies, risk management, budgeting, influence and team leadership.

COURSE LEARNING OBJECTIVES

After successfully completing this course, you will be able to:

Apply project management methodologies, processes, and tools to execute complex projects in organizations.

Examine the roles that project management play in accomplishing an organization’s strategic objectives.

Develop effective approaches for managing high-performance project teams, communication strategies, and best practice closeout strategy that maximizes the value of the project experience.

Critique the impacts of schedule, cost, and scope elements in projects and analyze different techniques for managing risks.

Create project Charters, Scope statements, Work Breakdown Structures (WBS), Project Network Diagrams, and Responsibility Assignment Matrix (RAM).

TEACHING METHODOLOGY

This course consists of in-seat lectures including role playing, small group discussion and various exercises, and discussion/online sessions. The discussion/online sessions are designed to supplement and expand the students’ understanding of the lecture material as well as provide an understanding of evaluation and intervention required for the practice of organizational leadership. Course readings provide a foundation for understanding the lecture material.

LEARNING RESOURCES

Required Textbooks:

Gido,J.,Clements,J.,&Baker,R.,SuccessfulProjectManagement,7thed.(Mason,OH:Thomson/South‐Western,2018).ISBN‐13:978‐1337095471

Kerzner,H.,ProjectManagementCaseStudies,5thed.(Indianapolis:Wiley,2017).ISBN‐13:978‐1119385974

The course’s Canvas site may include other readings, lecture presentations, videos, assessments and assignments. Students are required have access to a reliable internet connection outside of class to fully participate in this class through use of the course Canvas website.

BEHAVIORAL EXPECTATIONS

Suggestions for successfully completing this course:

To succeed in this course, take the following first steps:

Read carefully the entire Syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course.

Take the time to read the entire Student Handbook. The Handbook answers many questions about how to proceed through the course, how to schedule exams, and how to get the most from your educational experience.

Familiarize yourself with the Canvas learning management systems environment—how to navigate it and what the various course areas contain. If you know what to expect as you navigate the course, you can better pace yourself and complete the work on time.

If you are not familiar with Web-based learning be sure to review the processes for posting responses online and submitting activities before class begins.

Study Tips

Consider the following study tips for success:

To stay on track throughout the course, begin each week by consulting the Course Calendar. The Calendar provides an overview of the course and indicates due dates for submitting activities, posting discussions, and scheduling and taking examinations.

Check Announcements regularly for new course information.

GRADING METHODOLOGY

The course is structured with an emphasis on active learning, where you, the student, is expected to take an active role in the learning process and actively engage in the course materials, exercises, activities, etc. The components of the course which you will be involved in during the semester are listed below.

Over the course, the below percentages of grading aspects will be allocated across the following course activities:

Onlinediscussions(6) 20% Writtenassignments(6) 45% Finalproject 35%

TOTAL = 100%

GRADING SCALE

Your final class grade will represent the total points accumulated from the activities listed above such that:

A Level: A 92+, A- 89-91 B Level: B+ 86-88, B 83-85, B- 80-82 C Level: C+ 77-79, C 74-76, C- 71-73 D Level: D+ 68-70, D 65-67, D- 63-64 F Level: Below 62 points

Copies of student work may be retained to assess how the learning objectives of the course are being met POLICIES

Honor Code:


• act honestly in all matters • actively encourage academic integrity • discourage any form of cheating or dishonesty by others • inform the instructor and appropriate university administrator if she or he has a reasonable and good

faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred.





1. Student meets with the SSD Director and provides documentation and completes registration forms. 2. Student requests accommodation(s) each semester by completing the Request for Accommodations

Form. 3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the

Accommodation Request Letter

To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD as early as possible in each term. After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange

the accommodation(s).


PROGRAM LEARNING OUTCOMES

The Organizational Leadership Program Learning outcomes met in this course:

1. Development and Application of Leadership Skills


3. Evaluation and use of quantitative and qualitative reasoning.

UNIVERSITY CORE COMPETENCIES ADDRESSED IN THIS COURSE

a. Written Communication b. Quantitative Reasoning c. Critical Thinking

COURSE OUTLINE AND SCHEDULE

Date Topics Covered Week 1 Project Fundamentals, examining purpose and tools, methodologies,

processes, and tools to execute complex projects in organizations.

Week 2 Proposals and Bidding; project overview and best practices to ensure accuracy

Week 3 Project Structures and organization; How to ensure that your project will be successful

Week 4 Resource Management: How to oversee and ensure budgets and resources are established and maintained

Week 5 Project Personnel: Effective leadership and team integration of people to complete the project

Week 6 Risk Management – ensuring that alternative courses of action are determined with mitigation strategies established

Week 7 Project Communications and Organizational Issues: Across all stakeholder groups and intra-project communications strategies

Week 8 Application of Project Management; starting, managing and completing projects



NEW COURSE PROPOSAL







1. New Course:

Proposed Course Subject and # ORGL 143 Title Mediation and Conflict Management Prerequisites Units 3

Rationale for new course: This new course is part of the redesign of the Organizational Behavior curriculum to focus more on Organizational Leadership. Initially, we thought conflict resolution would be a topic within one of the leadership classes. However, after discussing the curriculum with our Industry Advisory Council it became clear that this is an area that merits and entire course, as these skills are so necessary to be a successful leader in the workplace.


2. Please attach syllabus with all required elements, including course learning outcomes and

the program learning outcomes to which these map (See full list of Syllabus requirements).

3. Please provide the copy as it is to appear in the catalog and online. This includes the course description, specific prerequisites, co-requisites, lab/discussion and any restrictions on registration (e.g., majors only). Note: Unless indicated here, a passing grade for a prerequisite course is considered a “D.”

Conflict is inevitable, but it does not have to be debilitating for individuals and organizational/social systems. This course explores the theory and practice of dispute resolution using interest‐based mediation and negotiation techniques. Students gain a broad understanding of mediation and negotiation strategies, learn skills that lead to greater success in managing conflict, and develop confidence in the mediation process as an effective means for resolving interpersonal, organizational, and community disputes.









6. Will other courses be deleted as a result of this proposal when this course is created? ☐No ☒Yes If yes, please complete a course deletion form.

7. Anticipated additional resources: None ☐Faculty ☐Technology











☒No ☐Yes


☒Critical Thinking ☐Written Communication ☒Oral Communication ☐Information Literacy ☐Quantitative Reasoning









a. Maximum # of times that can be taken for credit _1____: for a maximum of __3___ units for credit.














NEW COURSE PROPOSAL

DATE: October 23, 2018 DEPARTMENT/SCHOOL: University College CONTACT PERSON & PHONE/EMAIL: Farley Staniec x62910 [email protected] COURSE NUMBER: ORGL 143


___________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________

4. REGISTRAR:

_______________________________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________




11/8/2018

11/15/2018

11/15/2018

UNIVERSITY OF THE PACIFIC UNIVERSITY COLLEGE

ORGL 143 PROPOSED SYLLABUS

SCHOOL: University College SUBJECT CODE: ORGL 143 COURSE NUMBER: COURSE NAME: Mediation and Conflict Management SEMESTER: UNITS: 3 Units COURSE DATES, TIMES AND LOCATION: INSTRUCTOR:




COURSE DESCRIPTION Conflict is inevitable, but it does not have to be debilitating for individuals and organizational/social systems. This course explores the theory and practice of dispute resolution using interest‐based mediation and negotiation techniques. Students gain a broad understanding of mediation and negotiation strategies, learn skills that lead to greater success in managing conflict, and develop confidence in the mediation process as an effective means for resolving interpersonal, organizational, and community disputes.



Demonstrate an understanding of the human anthropological history of conflict resolution, mediation, and negotiation.

Demonstrate an understanding of positional and interest‐based mediation and negotiation processes and strategies.

Demonstrate basic mediation and negotiation skills, techniques and styles.

Demonstrate effective verbal and non‐verbal communication skills including listening and keen perception.

Apply mediation and negotiation theory and practice to two party encounters, complex multiparty scenarios, intra‐team negotiations, and international negotiations.

Identify and discuss ethical issues in negotiation techniques and strategies.

Identify mediation and negotiation opportunities and design appropriate strategies for their effective pursuit.

Evaluate and critique the reasoning and skill of others in a mature, thoughtful and respectful manner


This course consists of in-seat lectures including role playing, small group discussion and various exercises, and discussion/online sessions. The discussion/online sessions are designed to supplement and expand the students’ understanding of the lecture material as well as provide an understanding of evaluation and intervention required for the practice of organizational leadership. Course readings provide a foundation for understanding the lecture material.

LEARNING RESOURCES

Required Readings:

Working through Conflict, 8th ed. J. Folger, M.S. Poole and R.K. Stutman. Routledge. (2017) ISBN-13: 978-1138233928

Getting to Yes: Negotiating Agreements without Giving In, Revised ed. R. Fisher and W. Ury. Penguin Books. (2011) ISBN-13: 978-0143118756 Resolving Conflicts at Work: Ten Strategies for Everyone on the Job, 3rd ed. K. Cloke and J. Goldsmith. Jossey-Bass. (2011) ISBN-13: 978-0470922248

The course’s Canvas site may include other readings, lecture presentations, videos, assessments and assignments.

Students are required have access to a reliable internet connection outside of class to fully participate in this class through use of the course Canvas website.








Study Tips




GRADING METHODOLOGY

The course is structured with an emphasis on active learning, where you, the student, is expected to take an active role in the learning process and actively engage in the course materials, exercises, activities, etc. The components of the course which you will be involved in during the semester are listed below.

Over the course, you will have the opportunity to earn a total of 500 points. Your final grade will be determined by the number of points you earn as noted below.

WeeklyAssignments300pts.6weeks@50pts.eachConflictManagement200pts.Project(yourchoice)

GRADING SCALE


Points Grade 450 – 500 A 425 – 449 B+ 400 – 424 B 375 – 399 C+ 350 – 374 C 325 – 349 D+ 300 – 324 D Below 299 F

Copies of student work may be retained to assess how the learning objectives of the course are being met

POLICIES

Honor Code:


• act honestly in all matters • actively encourage academic integrity • discourage any form of cheating or dishonesty by others • inform the instructor and appropriate university administrator if she or he has a reasonable and good






1. Student meets with the SSD Director and provides documentation and completes registration forms. 2. Student requests accommodation(s) each semester by completing the Request for Accommodations

Form.

3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation Request Letter







3. Ethical Reasoning


a. Oral Communication b. Critical Thinking


Date Topics Covered Week 1 Introduction to interest-based negotiation theory and principles

Read Getting to Yes by Fisher and Ury Prepare for First Negotiation Scenario

Week 2 Introduction to “The Third Side” of conflict: community-based mediation and conflict management Read Negotiation by Lewicki, Sect. 1 Engage in First Negotiation Scenario

Week 3 Negotiation fundamentals; Strategies; Sources of Power Read Negotiation by Lewicki, Sect. 2 Prepare for Second Negotiation Scenario

Week 4 Negotiation sub-processes; Ethical considerations; The Third Side concept Read Negotiation by Lewicki, Sect. 3 Engage in Second Negotiation Scenario

Week 5 Negotiation contexts; Trust in negotiations; Negotiating coalitions Read The Third Side by Ury Prepare for Job Offer Negotiation

Week 6 Individual differences; Negotiations across cultures; Best practices Read Negotiation, Sects. 4 and 5 Engage in Job Offer Negotiation

Week 7 Conflict Management Project

Week 8 Conflict Management Project



NEW COURSE PROPOSAL







1. New Course:

Proposed Course Subject and # ORGL 180 Title Leadership: Culture and Challenges Prerequisites ORGL 103 Units 3

Rationale for new course: This revision reflects the program’s new focus on leadership rather than just Org behavior. It is designed as the second of two “management and leadership” courses—the first is a comprehensive introduction course that students take in their second 8 week term and this will be a year later, just before their final research and Capstone class. It will focus on the application of all the knowledge and skills students have developed over the program to address contemporary leadership challenges.






This course focuses on how leadership skills students have developed throughout the program can be applied to have meaningful and positive impact on organizations, communities, or societies. The course looks exemplary leaders and at contemporary leadership challenges, with special consideration of the moral aspects



of effective leadership. Emphasis is on integrating practical leadership skills with qualities such as authenticity, integrity, and emotional intelligence to effectively address challenges in a variety of settings including and beyond the workplace. Prerequisite: ORGL 103







6. Will other courses be deleted as a result of this proposal when this course is created? ☒No ☐Yes If yes, please complete a course deletion form.

7. Anticipated additional resources: N/A Explain: ☐Faculty ☐Technology











☒No ☐Yes


☒Critical Thinking ☒Written Communication ☒Oral Communication ☒Information Literacy ☐Quantitative Reasoning 11. Was this course ever offered under a Special Topics number?

☒No ☐Yes If yes, provide info below.







REGISTRATION INFORMATION 14. Units: __3________ (if units can be variable, please indicate)

a. Maximum # of times that can be taken for credit __1___: for a maximum of ___3__ units for credit.














NEW COURSE PROPOSAL



___________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________

4. REGISTRAR:

_______________________________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________




11/8/2018

11/15/2018

11/15/2018



SCHOOL: University College SUBJECT CODE: ORGL 180 COURSE NUMBER: COURSE NAME: Leadership: Culture and Challenges SEMESTER: UNITS: 3 Units COURSE DATES, TIMES AND LOCATION: INSTRUCTOR:




COURSE DESCRIPTION

This course focuses on how skills and abilities in leadership and management can be developed and applied by individuals in order to make a difference in organizations, communities, or societies. The course looks first at exemplary leaders, both those who are well known and national or international in their scope, and those who are not well known (e.g., everyday people who have exercised moral leadership or community leadership), all with special consideration of the moral aspects of effective leadership in several different contexts. It then looks at contemporary leadership challenges and how leaders can act with authenticity, integrity, and creativity, all with special consideration of exercising leadership as a "whole person" who must balance responsibilities to home, work, and community. Ultimately, the course is intended to help students become more effective leaders in contexts where they currently serve or in contexts to which they aspire. The course is based in the belief that that leadership involves moral/ethical dimensions and that effective leadership equals good leadership; that is, that it includes service to others and to contexts beyond the self, as well as qualities such as authenticity, integrity, and emotional intelligence.



Discuss qualities/characteristics of real leaders who have made a significant difference.

Compare and contrast real leaders across different contexts and sectors.

Assess the moral leadership of real leaders.

Assess their own leadership in terms of acting with authenticity, integrity, and creativity.

Apply leadership skills as well as understanding of the moral and ethical dimensions of leadership to address contemporary leadership challenges.

Develop a plan that addresses how they can make a significant difference as a leader.


This course consists of in-seat lectures including role playing, small group discussion and various exercises, and discussion/online sessions. The discussion/online sessions are designed to supplement and expand the students’ understanding of the lecture material as well as provide an experience in applying concepts covered in the course. Course readings provide a foundation for understanding the lecture material.

LEARNING RESOURCES

Required Textbooks:

Coles,R.(2000).Livesofmoralleadership.NewYork:RandomHouse.

ISBN‐13:978‐0375758355

Friedman,S.D.(2008).Totalleadership:Beabetterleader,havearicherlife.Boston:HarvardBusinessSchoolPress.

ISBN‐13:978‐1422103289 The course’s Canvas site may include other readings, lecture presentations, videos, assessments and assignments.








Study Tips




GRADING METHODOLOGY

The course is structured with an emphasis on active learning, where you, the student, is expected to take an active role in the learning process and actively engage in the course materials, exercises, activities, etc. The components of the course which you will be involved in during the semester are

listed below.


Class Participation/Assignments 20% of your grade Presentation 10% of your grade Discussion Leaders Presentation 10% of your grade Case Study Analysis Paper 15% of your grade Case Study Presentation 15% of your grade Mid Term Quiz 10% of your grade Final Exam 20% of your grade TOTAL = 100%

GRADING SCALE


A Level: A 92+, A- 89-91 B Level: B+ 86-88, B 83-85, B- 80-82 C Level: C+ 77-79, C 74-76, C- 71-73 D Level: D+ 68-70, D 65-67, D- 63-64 F Level: Below 62 points Copies of student work may be retained to assess how the learning objectives of the course are being met

POLICIES

Honor Code:


• act honestly in all matters • actively encourage academic integrity • discourage any form of cheating or dishonesty by others • inform the instructor and appropriate university administrator if she or he has a reasonable and

good faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred.

Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If a student is found responsible, it will be documented as part of her or his permanent academic record. A student may receive a range of penalties, including failure of an assignment, failure of the course, suspension, or dismissal from the University. The Academic Honesty Policy is

located in Tiger Lore and online at http://www.pacific.edu/Campus-Life/Safety-and-Conduct/Student-Conduct/Tiger-Lore-Student-Handbook-.html





2. Student requests accommodation(s) each semester by completing the Request for Accommodations Form.

3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation Request Letter







3. Ethical Reasoning


a. Written Communication b. Oral Communication c. Critical Thinking

d. Information Literacy


Date Topics Covered Week 1 What makes real leaders: moral, intellectual, and practical.

Week 2 Examine roles, reach, impact of leadership: from community leadership

to national leadership

Week 3 Explore leadership characteristics: acting with authenticity and integrity, a case study approach.

Week 4 Pushing the boundaries of leadership: acting with creativity, innovation, and caring

Week 5 Explore contemporary leadership challenges I o How are leaders approaching these challenges, and how will you

analyze/lead with these challenges?

Week 6 Explore contemporary leadership challenges II o Leadership and your own convictions, values clarification and

personal integrity in leading

Week 7 Application of leadership skills and abilities; reaching beyond theory into becoming a leader where you are

Week 8 Leadership lived out, examining where your leadership will have an impact, from home, to the workplace, to your community; leadership without formal authority.


NEW COURSE PROPOSAL







1. New Course:

Proposed Course Subject and # ORGL 199 Title Organizational Leadership Capstone Prerequisites Units 3

Rationale for new course: This course is an extensive revision of ORGB 177, which served as the Capstone course for the Organizational Behavior program. Since it was a new name, new number, new units (3 instead of 6), and somewhat new topics, as the focus is on leadership, it seemed to warrant being proposed as a new course rather than changing everything about the old course. The course is designed to draw on all of what the students have learned about Organizational Leadership and using their research skills they have developed to produce a report and present on an ORGL concept. This signature capstone assignment will be the final piece of an e-portfolio that the students will be developing throughout the program.







This course is designed to help students integrate their academic study of organizational leadership and their leadership experience in various organizational settings to prepare them for successfully and productively applying the skills and knowledge they have developed in the program in their careers and communities. Students will synthesize various perspectives, concept and methodologies, to research and analyze an organizational leadership issue or a problem and propose appropriate approaches or solutions. Prerequisites: ORGL 175, ORGL 176, ORGL 180.







6. Will other courses be deleted as a result of this proposal when this course is created? ☐No ☒Yes If yes, please complete a course deletion form.

7. Anticipated additional resources: None ☐Faculty ☐Technology










☒No ☐Yes


☒Critical Thinking ☒Written Communication ☒Oral Communication ☒Information Literacy ☒Quantitative Reasoning








a. Maximum # of times that can be taken for credit _____: for a maximum of _____ units for credit.













NEW COURSE PROPOSAL



___________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________

4. REGISTRAR:

_______________________________________________________________________________________ DATE: _____________


_____________________________________________________________________ DATE: _____________




11/8/2018

11/15/2018

11/15/2018

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School of: University College Subject Code: ORGL Course Number: 199 Course Name: Organizational Leadership Capstone Semester: Spring 2020 Number and Type of Units: 3 Course Location: WPC 203 Course Hours: T 5:30-9:30 PM Instructor Name: Professor Qingwen Dong Instructor Phone: 209-946-3044 Instructor Office: Psycomm #3 Instructor Email: [email protected] Office Hours: MW 2-3PM Table of Contents

Course Description Grading Scale Prerequisites Course Outline Course Objectives Policies Teaching Methodology Course Goals Learning Resources Program Outcomes Behavioral Expectations University Outcomes Evaluation Methodology

Course Description The course is designed to help students in integration of their academic study of organizational leadership and their leadership experience in various organizational settings in preparation for their leading efforts to become active members in today’s competitive work force market. Students will analyze and synthesize the concept of organizational leadership using various perspectives and methodologies to investigate an organizational leadership issue or a problem. Prerequisites ORGL 109 Organizational Management & Leadership ORGL 176 Applied Research

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ORGL 180 Leadership: Culture and Challenges For details, please go to university General Catalog, Organizational Behavior at http://catalog.pacific.edu/law/undergraduate-programs/organizationalbehavior/#text Course Learning Outcomes (1) Identify and explain a key vocabulary of organizational leadership. Examples: Transformational leadership Emotional intelligence based leadership

Cultural intelligence based leadership Self leadership Resonate leadership

(2) Identify the social psychological/organizational leadership theories most often used to explain organizational issues, challenges and conflicts. Examples:

Emotional intelligence, social cognitive theory, social exchange theory (3) Through case analyses, explain organizational leadership concepts in the work world,

using organizational leadership theories to analyze organizational issues, challenges, and conflicts.

(4) Through the student’s individual, independent initiative, apply and interpret concepts,

theories and tools acquired throughout the organizational leadership program to identify and explain practical organizational issues and processes related to their own lives, diagnose organizational problems and recommend positive organizational changes.

Teaching Methodology The design of the course is a seminar format in which discussions and hands-on practices are emphasized. Students are expected to 1) read the assigned readings before coming to class; 2) actively participate in group project; & 3) complete assignments & projects on required time. Learning Resources

James Kouzes & Barry Posner, (2012). The leadership challenge: How to make extraordinary things happen in organizations. ($15) Harvard Business Review and Daniel Goleman (2015). On Emotional Intelligence. ($16) John Heider (2005). The Tao of Leadership: Lao Tzu’s Tao Te Ching Adapted for a New Age. ($2)


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Behavior Expectations 1. Students are required to actively participate in each class activity including discussion,

hands-on practices, and group research projects. Student attendance is crucial to student learning. Statistical data suggest that those who miss classes tend to fail or do not perform well in the class. Attendance will be part of class activities.

2. Students are required to complete all the readings before coming to class (see Course Outline for details)

3. Students are required to complete projects before comping to class (see Course Outline for details)

4. Students are required to complete the home works or online activities assigned for each week before the deadlines (go to CANVAS for details).

Evaluation Methodology The following weights will be assigned to the activities and assignments described below. Weekly reflection paper 10% Leading Discussion 10%

Book report 10% Quiz 10% Exam 20%

Final research paper 30% Overall class participation 10% _________________ 100% Weekly Reflection Paper Each student will be submit his/her reflection paper on the readings assigned during the week. The paper is a summary of the readings and highlight key points of student’s research interests. This part of assignment is worth 10% of the total grade. Leading discussion Each student will lead the class to discuss one week’s reading assignments. The presenters should prepare questions for class discussion. The student, who is assigned to lead discussion that week, will not do the reflection paper. This part of the assignment is worth 10% of the total grade. (A YouTube story is encouraged to use during the discussion) Book report Each student will be presenting a book chapter to the class, which should be approved by the instructor before finalizing the chapter. This part of the assignment is worth 10% of the total grade. Quiz Each student will complete quiz for each chapter which is critical to your midterm and final exams. This part of the assignment is worth 10% of the total grade. Exam Midterm exam is worth 20% of the total grade. The exam questions are developed based on the readings and lectures. No make-up tests will be given in the course. Research paper Students are expected to conduct an integrated literature review, propose a research question and conduct a research project to exam organizational leadership issues in a selected organization. This part of assignment is worth 30% of your total grade. The research paper is expected to be a ten-page report with at least 12 references. The paper must be double-spaced, full citations, and complete references using APA style. Students are expected to give a paper presentation to the class.

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Class Participation: Students are expected to actively participate in class. Their participation is critical to student learning. Anyone who misses more than two of the class will receive 0 points in the category. This part of assignment is worth 10% of your total grade. Assessment of Student Learning The assessment of student learning is regarded as a useful method for students and professor to find out how much learning has taken place in a course. A pre-test and post-test method is used to assess students’ learning throughout the course. Grading Scale Letter Grade Scores A 950 and above A- 900-949 B+ 870-899 B 840-869 B- 800-839 C+ 770-799 C 740-769 C- 700-739 D 600-699 F Below 60 Course Outline Week 1 Reading: Kouzes & Posner Chapter 1: When leaders are at their best Lecture: Introduction to the course The challenges of Organizational Leadership Week 2 Readings: Kouzes & Posner Chapters 2 & 3: Clarify values & Set the example On EI: Chapters 1-2 Lao Tzu: Chapters 1-2 Lecture: Emotional Intelligence Week 3 Readings: Kouzes & Posner Chapters 4&5: Envision the future & Enlist others On EI: Chapters 3-4 Lao Tzu: Chapter 3-4 Lecture: Inspire a shared vision

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Week 4 Readings: Kouzes & Posner Chapters 6&7: Search for opportunities & Experiment and take

risks On EI: Chapters 5-6 Lao Tzu: Chapter 5-6 Lecture: Challenge the process Week 5 Readings: Kouzes & Posner Chapters 8&9: Foster collaboration & Strengthen others On EI: Chapters 7-8 Lao Tzu: Chapter 7-8 Lecture: Enable others to act Week 6 Readings: Kouzes & Posner Chapters 10&11: Recognize contributions & Celebrate the

values and victories On EI: Chapters 7-8 Lao Tzu: Chapter 7-9 Lecture: Encourage the heart Week 7 Readings: Kouzes & Posner Chapters 12: Leadership is everyone’ business On EI: Chapters 9-10 Lao Tzu: Chapter 10-12 Lecture: Cultural leadership Week 8 Final research paper presentation Critique major approaches to leadership Discussion of challenges and opportunities for organizational leadership Course evaluation Class ends Policies Attendance: Students are required to actively participate in each class activity including discussion, hands-on practices, and group research projects. Student attendance is crucial to student learning. Statistical data suggest that those who miss classes tend to fail or do not perform well in the class. Attendance will be part of class activities. Class activities and participation take 10% of course grading. For details, go to Course Grading. Honor Code: The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity, responsibility, and personal integrity. Students are expected to:

act honestly in all matters actively encourage academic integrity discourage any form of cheating or dishonesty by others

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inform the instructor and appropriate university administrator if she or he has a reasonable and good faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred.

Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If a student is found responsible, it will be documented as part of her or his permanent academic record. A student may receive a range of penalties, including failure of an assignment, failure of the course, suspension, or dismissal from the University. The Academic Honesty Policy is located in Tiger Lore and online at http://www.pacific.edu/Campus-Life/Safety-and-Conduct/Student-Conduct/Tiger-Lore-Student-Handbook-.html Accommodations for Students with Disabilities: If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request Letter. 3-Step Accommodation Process 1. Student meets with the SSD Director and provides documentation and completes registration forms. 2. Student requests accommodation(s) each semester by completing the Request for Accommodations Form. 3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation Request Letter To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD as early as possible in each term. After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s). The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209-946-3221. Email: [email protected]. Online: www.pacific.edu/disabilities. NOTE: The preceding information is the minimal information required in this section of the course syllabus, instructors are free to expand on the information above and/or add any additional information below. See requirements below for Program Objectives and Course Schedule. Program Outcomes Organizational Leadership Program Learning Outcomes 1. Development and application of leadership skills

a) Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings. b) Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for

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addressing these issues.


Critically evaluate data, information and literature, and demonstrate competence in using quantitative and qualitative reasoning to analyze and solve problems.




Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to enable effective professional and civic leadership and engagement.

University Learning Objectives

1. Written communication 2. Oral communication 3. Quantitative reasoning 4. Critical thinking 5. Information literacy

(Note: This capstone class mainly addresses three University core competency including written communication, oral communication and quantitative reasoning)

Revised Course Proposals

University College



Revision to Existing Course Proposal, Page 1 of 5 Updated November 2018

REVISION TO EXISTING COURSE PROPOSAL

Please use this form to revise the title and course description, including changes to co-requisite and pre-requisite or unit values. If only changing course description, use form Revision to Course Description. Note: All changes will become effective the following fall semester, if approved by Academic Affairs on Undergraduate Studies (AACU) or Academic Affairs on Graduate Studies (AACG) by the December meeting.





1. Revisions to Course: Please complete items 1-9 and only those items 10-21 that are being revised. Fill all of Column A and only information that is changing in Column B below:

A: Existing Course B: Proposed

Subject and # ORGB 110 UCAD 110 Title Accounting and Financial Statement

Analysis Budgeting and Financial Statement Analysis

Prerequisites None None Units 3 3 Term Effective

Rationale for change: This is a fairly minor change in course content, with the addition of some material on basic principles of budgeting for managers to orient it more toward the new leadership focus of the program. Also changing number to UCAD 110 (University College Academic Division) to indicate that is not a course only for ORGL students, but could be taken by potential future students in potential future degree completion programs housed in University College. 2. Please attach syllabus with all required elements, including course learning objectives and program

learning outcomes, (See full list of Syllabus requirements).

3. Please provide the copy as it is to appear in the catalog and online. This includes the course description, specific prerequisites, co-requisites, and any restrictions on registration (e.g., majors only). Note: Unless indicated here, a passing grade for a prerequisite course is considered a “D.”

Insert Catalog Copy: This course focuses on the accounting elements that are presented in each of the financial statements and how the financial statements are analyzed using the liquidity, solvency, and profitability ratios. Emphasis is placed on using accounting as a tool to assist managers in the decision-making process. This course also offers a brief introduction to the master budget process.






5. Is this course required by any other major/program? ☒No ☐Yes If yes, obtain signatures of impacted majors/programs.





7. Will other courses have their pre-requisites changed as a result of this proposal? ☒No ☐Yes If yes, please complete a separate copy of this form for each course being changed.

8. Will other courses be deleted as a result of this proposal? ☒No ☐Yes If yes, please complete a course deletion proposal form.

9. Anticipated additional resources: None

☐Faculty ☐Technology ☐Funds ☐Computer Lab** ☐Facilities ☐Software** ☐Library* ☐Other

*The signature of the Dean of the Library is applicable **The signature of the Chief Information Officer is applicable





☐IIA ☐IIB ☐IIC ☐IIIA ☐IIIB ☐IIIC


☒No ☐Yes


☒Critical Thinking ☐Written Communication

☐Oral Communication ☐Information Literacy

☒Quantitative Reasoning




14. Will this course fulfill a major requirement for your program? ☐No ☒Yes If yes, then what area/requirement does it fulfill?

☐Upper Division Elective ☒Core Major ☐Lower Division Elective ☐Other

15. Does this course fulfill an undergraduate minor requirement for your program? ☒No ☐Yes If yes, then what area/requirement does it fulfill?

☐Upper Division Elective ☐Core Minor ☐Lower Division Elective ☐Other



REGISTRATION INFORMATION

16. Units: 3 (If units can be variable, please indicate) a. Maximum # of times the course can be taken for credit; 1 for a maximum of 3 units for credit.

17. Does this course meet Pacific’s credit unit policy? Please describe below. This course will meet for 240 minutes once per week for an 8‐week term (=38.4 hours at

the standard of 50 minutes/hour. These meetings will be standard lecture/discussion/hands‐on

in person learning. In addition, the course will have one additional contact hour (not necessarily

synchronous) per week provided in online discussions and activities to meet the requisite 45

hours.


19. Schedule Type for Courses (check all that apply): ☒Lecture ☐Thesis ☐On-line ☐Other ☐Lab ☐Doctoral Project ☐Activity Course ☒Discussion ☐Internship, Co-op, Fieldwork ☐Practicum


☐Studio Instruction ☐Research/Independent Study


21. Is a new special fee to be charged? ☒No ☐Yes If yes, list the charge and fee code:

☐Per unit Or ☐Flat fee








COURSE NUMBER: UCAD 110


1. CHAIRS OF ALL INVOLVED DEPARTMENTS:

_______________________________________________________________ DATE:_____________

2. CHAIR(S), SCHOOL/COLLEGE CURRICULUM COMMITTEE(S): ______________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________

4. REGISTRAR:

________________________________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________

Farley Staniec,




11/08/2018

11/15/2018

11/15/2018



University of the Pacific University College Summer I 2018 UCAD 110: BUDGETING AND FINANCIAL STATEMENT ANALYSIS Course Syllabus Course Description This course focuses on the accounting elements that are presented in each of the financial statements and how the financial statements are analyzed using the liquidity, solvency, and profitability ratios. Emphasis is placed on using accounting as a tool to assist managers in the decision‐making process. This course also offers a brief introduction to the master budget process. Course Information Course Number – 50270 Section – HS1 Units – 3 Classroom Location – March Lane, 290 A & B In‐Class Session Dates – May 5, 19, 26 and June 9, 23 Day and Time – Saturday, 1:00 p.m. to 5:00 p.m. WebEx Meetings – TBD Contact Information Instructor: Gary P. Chavez, MBA, MAFM, EA Phone: (209) 471‐7537 Email: [email protected] or [email protected] Note: If you have any questions pertaining to the course or assignments given, please feel free to contact me. Text Hardcopy: Financial Accounting: The Impact on Decision Makers, 9th Edition, Gary A. Porter & Curtis L. Norton, Cengage Learning, 2015, ISBN‐13: 9781285182957. Digital copy: https://www.cengagebrain.com/shop/isbn/9781285182957&cid=APL1 Students are required have access to a reliable internet connection outisde of class to fully participate in this class

through use of the course Canvas website.

Course Learning Objectives Given a set of financial statements, students will be able to explain the accounting elements that are presented in each statement. Given a general ledger, students will be able to prepare a multiple‐step income statement, statement of retained earnings, and a classified balance sheet.



Given the financial ratios, students will be able to analyze the financial statements to assess liquidity, solvency, and profitability. Given management’s operating and financial plans, students will be able to prepare the master budget. Organizational Leadership Learning outcomes addressed by this course 1. Development and Application of Leadership Skills 2. Evaluation and use of quantitative and qualitative information. University‐Wide Core Competencies Addressed by this Course Critical thinking Quantitative reasoning Collection of Work for Assessment Student work may be retained to assess how course learning objectives are being met and for accreditation purposes. Class Format Each weekly session, whether in class or online, has assigned financial accounting topics and associated chapter readings. Weekly lectures, meetings and activities are designed to provide structure to the material and to make clear the course objectives surrounding the topics for that session by 1) discussing the relevance and essence of the material, 2) relating the material to real‐world applications, 3) considering related developments currently presented in the media, and 4) engaging in class activities that support and expand the session’s financial accounting topics. Accommodations for Students with Disabilities If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD), (Daniel Nuss, [email protected], 209‐946‐3221, McCaffrey Center, First Floor, Room 116), for information on how to obtain an Accommodations Request Letter. 3‐Step Accommodation Process: Student meets with the SSD Director and provides documentation and completes registration forms. Student requests accommodation(s) each semester by completing the Request for Accommodations Form. Student arranges to meet with her/his professors to discuss the accommodation(s) and to sign the Accommodations Request Letter. To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD no later than one week after the beginning of the semester. After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s). Attendance As this is an accelerated eight‐week hybrid course and consists of only five in‐class sessions in which to achieve the course objectives, it is imperative that you attend all class sessions and are punctual. Lectures and class activities which include extensive coverage of assigned work expand your understanding and application of new accounting skills and knowledge.



Participation Centuries of research have shown that learning through osmosis does not yield satisfactory results for most students. While students are expected to attend class, they will also need to read and study all chapters and actively participate during class. Preparedness and participation in class and online are essential to academic achievement and acquisition of new knowledge. Students who complete the reading assignment achieve a better understanding of the financial accounting information presented. If you rely solely on the class discussion for your understanding, you may feel the class goes too fast. Careful reading and studying of the assigned material will address this perception. Late Assignment Policy All assignments are to be submitted by the scheduled day and time listed on the assignment sheet. An absence does not waive the assignment deadline policy. If you have an emergency which may hinder your ability to submit an assignment by the deadline, inform me by phone immediately. You must make prior arrangements for submitting a late assignment. No late assignment will be accepted without my approval. Although approval for late submission may be granted, note that any assignment submitted past the deadline will receive a 25% penalty off the original grade earned for each class session late. For example, if an assignment earns an original score of 90% and is submitted one class session late, the final assignment grade earned will be 65% after the late assignment penalty is factored in. Academic Honesty The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity, responsibility, and personal integrity. Students are expected to: 1) Act honestly in all matters; 2) Actively encourage academic integrity; 3) Discourage any form of cheating or dishonesty by others; 4) Inform the instructor and appropriate university administrator if she or he has a reasonable and good faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred. Academic Honesty Policy: Conduct in conflict with the Academic Honesty Policy includes, but is not limited to: Cheating ‐ Cheating is the willful giving or receiving of an unauthorized or dishonest advantage to/from another. Plagiarism ‐ Plagiarism involves presenting as one’s own, the work, or the opinions of someone else without proper acknowledgement. A violation is reported either: a. To the professor involved, who will report it to the Dean of Students, or b. To the Dean of Students. For more information concerning the Academic Honesty Policy, see University of the Pacific’s Tiger Lore: Student Code of Conduct (2017 – 2018).



Grading

Exams – 25%: There are three exams throughout the course. The first two are take-home exams and each represents 10% of the final course grade. The final exam which will be completed in class during the last class session represents 5% of the final course grade. Quizzes – 8%: There are four online quizzes throughout the course. Each quiz represents 2% of the final course grade. Assignment Sets – 12%: There are six assignment sets consisting of accounting exercises, problems, and/or decision cases. Each assignment set represents 2% of the final course grade. Project – 30%: The financial analysis project is due at the beginning of the last class session. The requirements for completing the project will be discussed during the third class session. Online Discussions – 20%: There are five online discussions. Each weekly discussion represents 4% of the final course grade. Special note: The discussions will be graded for the following: Frequency – Number and regularity of your contributions. Students are expected to post (respond) to the weekly discussion a minimum of three different days per week. Postings are to begin no later than Monday of each week. Quality – Content of your contributions. Examples of quality posts include: providing additional information to the discussion; elaborating on previous comments from others; presenting explanations of concepts or methods to help fellow students; presenting reasons for or against a topic in a persuasive fashion; sharing personal experiences that relate to the topic; and providing a URL and an explanation for an area that you researched on the Internet. Full credit is awarded for participation in the online discussions only when both frequency and quality of postings are met. Participation – 5%: As stated in the attendance section above, your participation in class is essential to your academic achievement. The final course grade earned is based on the following chart. Plus and minus grades are given where appropriate.

% of Overall

Gradable Item Course Grade Letter Grade Percentage

Exams 25 A 90‐100

Quizzes 8 B 80‐89

Assignment Sets 12 C 70‐79

Project 30 D 60‐69

Online Discussions 20 F Below 60

Participation 5

Copies of student course work may be retained to assess how the course is meeting its learning objectives.



Course Schedule

Date Session Readings, Topics and Graded Assignments

5/5 1 Readings and Topics: Chapter 1 – Accounting as a Form of Communication Chapter 2 – Financial Statements and the Annual Report Graded Assignments: 1. Online Quiz #1 2. Online Discussion #1 3. Assignment Set #1

5/12 2 Reading and Topic: Chapter 3 – Processing Accounting Information Graded Assignments: 1. Online Quiz #2 2. Online Discussion #2 3. Assignment Set #2

5/19 3 Readings and Topics: Chapter 4 – Income Measurement and Accrual Accounting Chapter 5 – Inventories and Cost of Goods Sold Graded Assignments: 1. Exam #1 2. Assignment Set #3

5/26 4 Readings and Topics: Chapter 6 – Cash and Internal Control Chapter 7 – Receivables and Investments Graded Assignments: 1. Online Quiz #3 2. Online Discussion #3 3. Assignment Set #4

6/2 5 Readings and Topics: Chapter 8 – Operating Assets: Property, Plant, and Equipment, and Intangibles Chapter 9 – Current Liabilties, Contingencies, and the Time Value of Money Graded Assignments: 1. Online Quiz #4 2. Online Discussion #4 3. Assignment Set #5



6/9 6 Readings and Topics: Chapter 12 – The Statement of Cash Flows Chapter 13 – Financial Statement Analysis Graded Assignments: 1. Exam #2 2. Assignment Set #6

6/16 7 Budgeting for Managers Graded Assignment: 1. Online Discussion #5

6/23 8 Topic: Financial Statement Analysis Graded Assignments: 1. Exam #3 2. Financial Analysis Project

Instructor’s Biography Gary Chavez is an instructor at University of the Pacific and an adjunct faculty member at Keller Graduate School of Management. Accounting courses he teaches include financial (intermediate and advanced), managerial, cost, and tax. He has also taught corporate finance and accounting information systems. He earned a Master of Business Administration (MBA) from University of the Pacific, Masters in Accounting and Financial Management (MAFM) from Keller Graduate School of Management, and Bachelors of Science (BS) in Business Administration from San Francisco State University. Mr. Chavez is co‐owner of Chavez Accounting Concepts, Inc., a provider of business and tax services. He is also an enrolled agent (a tax professional empowered by the U.S. Department of the Treasury to represent taxpayers before the Internal Revenue Service) and published co‐author of 14 accounting textbooks covering the accounting software program Sage 50 Accounting (formerly Peachtree). Mr. Chavez is dedicated to sharing his accounting and finance knowledge with students and helping them to achieve educational success. He expects the best from students and sets high standards. He is also a former U.S. Marine. Quotes to remember: “A journey of a thousand miles begins with a single step.” – Lao‐tzu “If you think education is expensive, try ignorance.” – Derek Bok











Subject and # ORGB 120 UCAD 120 Title Critical Thinking for Adults Argumentation and Persuasion

Prerequisites None None Units 3 3 Term Effective Fall

Rationale for change: Primary change here is the new course title, as the old one was exceptionally vague (what kind of critical thinking?) and a little strange (the ‘for adults’ part.) Also changing number to UCAD 120 (University College Academic Division) to indicate that is not a course only for ORGL students, but could be useful for potential future students in potential future degree completion programs housed in University College. Course content unchanged.

2. Please attach syllabus with all required elements, including course learning objectives and program learning outcomes, (See full list of Syllabus requirements).

3. Please provide the copy as it is to appear in the catalog and online. This includes the

course description, specific prerequisites, co-requisites, and any restrictions on registration (e.g., majors only). Note: Unless indicated here, a passing grade for a prerequisite course is considered a “D.”

This course is intended to help students become more competent at making persuasive arguments and identifying weaknesses in arguments in a professional context. Students will be introduced to critical issues and topics for persuasive argumentation including decision making, genres, logos, pathos, and ethos.













9. Anticipated additional resources: None :









☒No ☐Yes


☒Critical Thinking ☒Written Communication

☒Oral Communication ☐Information Literacy

☐Quantitative Reasoning
















hours.

18. Grading options available to students who enroll (check all that apply):

☒Letter (A-F) ☐Pass/No Credit ☐Audit

















_______________________________________________________________ DATE:_____________



______________________________________________________________________ DATE:_____________

4. REGISTRAR:

________________________________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________

Farley Staniec,




11/08/2018

11/15/2018

11/15/2018

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ARGUMENTATION AND PERSUASION UCAD 120; 3 units

Spring 2019 Thursdays 5:30-9:30; March Lane, 290A Professor: Dr. Steven Graham Phone: (209) 765‐4142 Email: [email protected] (write ORGB 140 in subject line of message) Office Hours: Via email or by appointment Course Description: This course is intended to help students become more competent at making persuasive arguments and identifying weaknesses in arguments in a professional context. Students will be introduced to critical issues and topics for persuasive argumentation including decision making, genres, logos, pathos, and ethos. Course Learning Objectives: Specific Objectives: Upon successful completion of this course, the student will be able to do the following orally and in writing: Identify and describe how disagreements are expressed, polarized, and managed.

Analyze different genres of arguments.

Formulate arguments (Toulmin’s model) clearly and precisely.

Explain the logic of an argument and identify logical errors (logos).

Appeal to emotion (pathos).

Establish credibility (ethos).

Program Learning Outcomes: The following Organizational Leadership Program Learning Outcomes are addressed in Argumentation and Persuasion: Development and Application of Leadership skills (introduced), Evaluation and use of quantitative and qualitative information (introduced), Effective Communication (Developed), and Ethical reasoning (Developed). Core Competencies: The following university‐wide Core Competencies are met by Argumentation and Persuasion: Critical Thinking, Oral Communication, and Written Communication. Required Text: Galizio, L.A., & Knapp, T.G. (1999). Elements of parliamentary debate: A guide to public argument. New York, NY: Addison‐Wesley Educational Publishers Inc.


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Other Material: Access to Internet to watch debate videos. Legal size notepad for flow paper. Two different colored pens. Timer. Graded Assignments: (Note, copies of student work may be retained to assess how the learning objectives of the course are being met) Classroom Leadership = 100 points Classroom leadership involves the overall attitude you express: the acceptance of alternative points of view on controversial issues (you do not have to agree, but you must respect another’s right to their point of view), providing relevant examples, and participation in activities, discussion, Q & A, and debate feedback. Non‐leadership is defined as failure to actively engage in the learning process. Some examples are: texting in class, failing to come to class, arriving late, disrupting debates, and failing to participate in class dialog. Fallacies Presentation and Debate Identification = 100 points Knowing and identifying errors in reasoning (fallacies) is important to be an effective critical thinker. You will research 2 reasoning fallacies, find real world examples (Letters to the Editor), teach the class what they are, how to identify them, and how to avoid them. You may use technology, class activities, or any other method of teaching you believe is effective. You will also identify when one of your reasoning fallacies is used in debate throughout the semester. Fact Debate (Group) = 75 points You will be assigned a group, a debate resolution, and side to argue. You will be ready to support or oppose the resolution. You will develop a government case or an opposition case. You will then debate the resolution on the assigned date. There are no make‐up debates, so you must be on time to class and be ready to debate on your assigned day. Policy Debate = 50 points You will be assigned a debate resolution and side to argue. You will be ready to support or oppose the resolution. You will develop a government case or an opposition case. You will then debate the resolution on your assigned date. There are no make‐up debates, so you must be on time to class and be ready to debate on your assigned day. Policy Debate Outline = 125 points You will research and write an outline for your debate based on the specifications of the different types of outlines. Limited Prep Debate = 50 points You will be assigned a debate resolution and side to argue. You will have 15 minutes to prepare your case. You will then debate the resolution. There are no make‐up debates, so you must be on time to class and be ready to debate on this assigned day.

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Grading Policy: Points will be summed across the assignments and exams, and will result in the following grades: 450‐474, 475‐500= A‐, A 400‐419, 420‐434, 435‐449 = B‐, B, B+ 350‐369, 370‐384, 385‐399= C‐, C, C+ 300‐319, 320‐334, 335‐349 D‐, D, D+ 000‐299= F Copies of student work may be retained to assess how the learning objectives of the course are

being met.

Student Responsibilities: A common definition of learning states it is the process of acquiring knowledge, skill, and behavioral tendency by way of study, instruction and experience. The ground rules of this class have been developed with learning as the central focus. Attendance Your attendance is very important. Because the semester is so short, you can’t miss more than one class. Your grade will drop by one half letter for every unexcused absence after the first one. Attendance for your debate sessions is mandatory. Two late days equals one absence (unless you’ve made prior arrangements). If you have a medical problem or family emergency and will be missing classes, contact the CPCE Director of Programs and Operations, they can notify your professors. Debates There are NO LATE DEBATES. You must debate on the date you are assigned and you must be ready to speak at the beginning of class. If you are late to class so is your debate. The professor will determine exceptions, such as a documented illness. You must use credible sources (must have credible authors or organizations). You will bring an outline to each debate. This includes an APA reference list of sources used. If you do not have your outline prior to your debate you can still do the debate, but the outline is considered late. Students in the audience are expected to participate during debate. This includes flowing (taking notes) during the debate and asking questions during the Q&A session. Course work All written assignments must be typed and is due at the beginning of the class on the day assigned. All late work will be penalized 10% off per each calendar day the work is late, up to a maximum of 50%. Assignments can be emailed, but you must print up a copy of the assignment and bring it to the next class meeting. No late work will be accepted after the final regular class meeting. General Use of any and all electronic devices (i.e. use of cell phones for emergencies, computers) must be approved prior to use, and continued use is dependent upon instructor’s approval.

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Unauthorized use will result in at least one grade diminution. Continued use will result in expulsion. Proof read, spell check, and grammar check all work. Use a thesaurus to enhance (boost, improve, augment, increase) vocabulary. No incompletes will be given in the course unless extenuating circumstances warrant this grade. All work must be your own, with appropriate citations included as necessary. By enrolling in this course, you agree that the professor can submit your speech outlines to Turnitin.com for review and evaluation of originality and intellectual integrity. “A student who is found violating the academic honesty policy (i.e. cheating or knowingly plagiarizing) in a course will be prevented from dropping the course even if the deadline to drop has not expired. In such cases, the student may be given an F in the course if deemed appropriate by the instructor, in accordance with current policies” (Official Pacific policy). The reading assignment should be completed before each scheduled class so you are prepared for the content of each session. Participation is important in this class and is reflected in your grade. If you are not here you cannot participate. Classes are designed to be interactive and learner‐oriented. Missing class or choosing not to participate deprives you from learning opportunities and it will affect your grade. Assistance: I will assist with reading and note‐taking strategies, the preparation of outlines for speeches,

and will provide “preliminary grading‟ to students wishing to turn in in‐progress outlines. I will assist with any and all questions about assignments inside or outside of class up through the Tuesday prior to the assignment due date. I will also (upon request) attend study group sessions. And students may ask to see the work of former students. This procedure provides students with opportunities for practice, rehearsal, and feedback. Honor Code:

The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree

of maturity, responsibility, and personal integrity. Students are expected to:

• act honestly in all matters

• actively encourage academic integrity

• discourage any form of cheating or dishonesty by others

• inform the instructor and appropriate university administrator if she or he has a

reasonable and good faith belief and substantial evidence that a violation of the

Academic Honesty Policy has occurred.

Violations will be referred to and investigated by the Office of Student Conduct and Community

Standards. If a student is found responsible, it will be documented as part of her or his

permanent academic record. A student may receive a range of penalties, including failure of an

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assignment, failure of the course, suspension, or dismissal from the University. The Academic

Honesty Policy is located in Tiger Lore and online at http://www.pacific.edu/Campus‐

Life/Safety‐and‐Conduct/Student‐Conduct/Tiger‐Lore‐Student‐Handbook‐.html


If you are a student with a disability who requires accommodations, please contact the Director

of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an

Accommodations Request Letter.

3‐Step Accommodation Process

1. Student meets with the SSD Director and provides documentation and completes

registration forms.

2. Student requests accommodation(s) each semester by completing the Request for

Accommodations Form.

3. Student arranges to meet with his/her professors to discuss the accommodation(s) and

to sign the Accommodation Request Letter

To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s)

from the Office of SSD as early as possible in each term. After the instructor receives the

accommodation letter, please schedule a meeting with the instructor during office hours or

some other mutually convenient time to arrange the accommodation(s).

The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137.

Phone: 209‐946‐3221. Email: [email protected]. Online: http://www.pacific.edu/disabilities

Tentative Course Calendar: Homework Assignment is in Bold. Mar 7 Pre Test Syllabus Textbook Overview Chapters 1‐5 Intelligence Squared video Debate Topic (Fact) Reasoning Fallacies Assignment Homework: Fact Debate Topic Research Read Chapter 6‐9 Fallacy Presentation Due Mar 14 Spring Break Mar 21 Reasoning Fallacies Chapters 6‐9

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Fact Debate Argument Outline Practice Fact Debate Homework: Fact Debate Argument Outlines Read Chapter 11‐12 Mar 28 Fact Debate (Group) Reasoning Fallacies Chapters 11‐12 Policy Debate Topics Homework: Read Chapter 16‐19 Read Policy Debate Assignment and Handouts Bring Policy Debate Research to Class Apr 4 How to Argue a Policy Chapters 16‐19 Developing Policy Debate Outlines Homework: Read Chapter 24 (Judging Debate) Policy Debates and Outlines Apr 11 Chapters 24 Policy Debates Apr 18 Policy Debates Apr 25 How to do Limited Prep Debating Practice Debates May 2 Limited Prep Debates Post Test Professor Eval











Subject and # ORGB 150 UCAD 150 Title Advanced Professional Writing

Prerequisites Units 3 3 Term Effective Fall 2020

Rationale for change: No content change, just updating description and changing number to UCAD 150 (University College Academic Division) to indicate that is not a course only for ORGL students, but could be taken by potential future students in potential future degree completion programs housed in University College.




Insert Catalog Copy: This course will help students write more clearly, concisely, and persuasively for specific audiences in professional contexts. Students will learn to identify the needs of their audience, determine what information to include and how, and to structure a document to answer questions, solve problems or otherwise effectively meet the needs of a given audience and context.













9. Anticipated additional resources: none :









☒No ☐Yes



☐Oral Communication ☒Information Literacy































_______________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________

4. REGISTRAR:

________________________________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________

Farley Staniec,




11/08/2018

11/15/2018

11/15/2018

Syllabus APPLIED PROFESSIONAL WRITING (UCAD 150; 3 units)

Fall 2018 Tuesdays 5:30‐9:30; March Lane, 290C

Dr. Amy E. Smith: 125 WPC (946‐2612); [email protected]; office hours by appointment

Applied Professional Writing will help you write more clearly, concisely, and persuasively for specific audiences in specific contexts.

You’re all very busy people, so we’ll do a good deal of planning and writing during class time. There is no text to buy; all readings will be on Canvas or distributed in class.

Students are required have access to a reliable internet connection outside of class to fully participate in this class through use of the course Canvas website. CLASS SCHEDULE: Sept. 4 Course introduction: professional writing and topic choices for your assignments

Sept. 11 No class (email contact on assignment topics)

Sept. 18 Assignment topics Please bring copies of professional documents you’d like to discuss—cover letters, business letters, proposals, or other relevant professional documents; have samples of guidelines/instructions from Canvas read.

Sept. 25 DRAFT SESSION (for Guidelines/Instructions) Please bring 2 copies of guidelines/instructions draft for evaluation and discussion

Oct. 2 ASSIGNMENT #1 DUE (Guidelines/Instructions); deadline for choosing topics for Assignments #2 & #3 Please bring 1 hard copy of assignment #1 and email the file; have samples read of resumes/cover letters and grad school statements on Canvas. Oct. 9 DRAFT SESSION (for assignment #2) Please bring 2 copies of your draft; bring examples of other documents of interest (work related or personal) we haven’t covered yet.

Oct. 16 ASSIGNMENT #2 DUE; DRAFT SESSION (for assignment #3) Please bring 1 hard copy of assignment #2 and email the file; bring examples (either your own work or from print or other source) of business plans or other relevant documents for discussion.

Oct. 23 ASSIGNMENT #3 DUE; course evaluation and in‐class final Please turn in 1 hard copy of assignment #3 and email the file.

Policies and Procedures

Office Hours: Feel free to contact me via phone or email whenever you’d like to schedule an appointment (NB: I keep my office door closed when I’m working—so be sure to knock if you stop by). Course Objectives: If you’re successful with this course, here’s what you’ll learn:

At the planning stage, you’ll learn to:

Describe how the audience and purpose of a document affect its content

Recognize and explain the importance of your own ethos (or credibility) to a document

Identify the needs, interests, and concerns of your audience

Analyze the needs of your audience as questions to answer or problems to solve

At the writing stage, you’ll learn to:

Produce prose that is always clear, concise, and persuasive

Structure a document to answer questions or solve problems effectively

Distinguish visually among types of information to make a document more readable

Determine how, where, and if to use graphics to support your text

Incorporate revision as a normal part of the writing process (needing to revise is not a failure)

As a wise person once said, you can lead a horse to water—but you can’t get it in a bathing suit. Writing is a skill, not a gift, and like any skill, requires practice. If you really work to improve, you can. The following university‐wide Core Competencies are met by APW: Critical Thinking, Information Literacy, and Written Communication. The course also addresses the following Organizational Leadership Program Learning Outcomes: Effective Communication; Development and Application of Leadership Skills. Assignments: Assignment #1 will be Guidelines/Instructions. For #2 and #3, you will choose document types that best apply to your professional field (proposals, letters, memos, marketing, etc.) We will have an in‐class final where you revise a professional document in a timed setting. On the syllabus due date, hand in one hard copy of each assignment and email the file as a Word document (or something compatible). Your grade for an assignment will be dropped one half‐letter for each day late after the due date, unless you have made prior arrangements with me for a legitimate reason. I may retain copies of your work for assessment purposes at Pacific. Attendance: APW is both writing and a discussion course—so your attendance is very important. Because the session is so short, you can’t miss more than one class. Your grade will drop by one half letter for every unexcused absence after the first one. Attendance for draft sessions is mandatory. Basically, your job is to be in

class on time (two late days equals one absence, unless you’ve made prior arrangements) and be prepared—mine is to make attending as informative and interesting as I can. If you have a medical problem or family emergency and will be missing classes, contact the Debbi Bell, [email protected]; she can notify your professors. Grading: Your grade for the course will be determined by these elements: Instructions/Guidelines: 20% Assignment #2: 25% Assignment #3: 25% In‐class final 20% Attendance & participation: 10% If your grade is important to you, be conscientious about it right away. I’ll be happy to meet with you to discuss your work, but don’t wait until the last week of classes to figure out your grade status. Deciding you need at least a B+ won’t help you if you’ve finished all but one assignment and are earning a C‐. Think ahead! At times I share students’ work as samples, with any identifying information removed to protect your privacy. If you’re not comfortable with your work being used as a sample, please email me at [email protected] to let me know. Copies of student work may be retained to assess how the learning objectives of the course are being met

Plagiarism (Cheating): Don’t do it. Talking over your ideas or getting comments on your writing from friends isn’t plagiarism—taking someone else’s published or unpublished words and calling them your own is. Pacific takes academic integrity seriously, and so do I. There’s no guarantee I’ll catch you if you cheat, but I guarantee I’ll flunk you for the course if I do. Basically, though, I’ll assume that you’re all good, honest folk unless you do something that leads me to think otherwise. Sneak Play: “A student who is found violating the academic honesty policy (i.e. cheating or knowingly plagiarizing) in a course will be prevented from dropping the course even if the deadline to drop has not expired. In such cases, the student may be given an F in the course if deemed appropriate by the instructor, in accordance with current policies” (Official Pacific policy). Preferred Pronouns: If you’re non‐binary or your preferred pronouns are different from those for the gender that’s listed on my roster, please let me know. Accommodations for Students with Disabilities: Don’t be shy about speaking with me if there’s anything I need to know about your learning skills or physical condition in order to teach you as effectively as possible. Here’s Pacific’s official word on the subject: “If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request Letter. 3‐Step Accommodation Process 1. Student meets with the SSD Director and provides documentation and completes registration forms. 2. Student requests accommodation(s) each semester by completing the Request for Accommodations Form. 3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the

4.0 A 2.0 C

3.66 A‐ 1.66 C‐

3.3 B+ 1.3 D+

3.0 B 1.0 D

2.66 B‐ 0.0 F

Accommodation Request Letter To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD (Depending on course and session, expectation might be 1‐2 weeks or 1‐2 days). After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s). The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209‐946‐3221. Email: [email protected]. Online: www.pacific.edu/disabilities.” If you’ve got any questions or concerns about any of the course information presented here, please let me know.











Subject and # ORGB 100 ORGL 100

Title Introduction Seminar Introduction to Organizational Leadership

Prerequisites None None Units 3 3 Term Effective Fall 2019

Rationale for change: The name and content of the course are being revised as part of the change to the Organizational Leadership focus. The basic format of the class will remain the same—part an introduction to the program and the basics of the concepts to be covered, and part information literacy, with more emphasis on computer skills and digital literacy.




An introduction to organizational leadership focusing on what it means to be a good leader. Emphasis is placed on

the practice of leadership. The course will examine the nature of leadership, and an introduction to leadership skills,

concepts and ethics that will be covered in the program. Students will also be trained in digital information literacy

skills—including finding, evaluating and appropriately using sources and data.













9. Anticipated additional resources: None :









☒No ☐Yes



☐Oral Communication ☒Information Literacy

















hours.















COURSE NUMBER: ORGL 100



_______________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________


_____________________________________________________________________ DATE: _____________

4. REGISTRAR:

________________________________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________




11/8/2018

11/15/2018

11/15/2018


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School of: University College Subject Code: ORGL Course Number: 100 Course Name: Introduction to Organizational Leadership Semester: Fall 2020 Number and Type of Units: 3 Course Location: Library Classroom 1 Course Hours: T 5:30-9:30 PM Instructor Name: Professors Qingwen Dong & Jack Schroeder Instructor Phone: 209-946-3044 Instructor Office: Psycomm #3 Instructor Email: [email protected] & [email protected] Office Hours: MW 2-3PM Table of Contents

Course Description Grading Scale Prerequisites Course Outline Course Objectives Policies Teaching Methodology Course Goals Learning Resources Program Outcomes Behavioral Expectations University Outcomes Evaluation Methodology

Course Description This course is designed to provide an introduction to organizational leadership by focusing on what it means to be a good leader. Emphasis is placed on the practice of leadership. Students will also be trained in digital information literacy including identifying and evaluating sources for credibility and applying the sources into practice. Prerequisites For details, please go to university General Catalog, Organizational Behavior at http://catalog.pacific.edu/law/undergraduate-programs/organizationalbehavior/#text


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Course Learning Outcomes

Students will identify, through self‐assessment process, their own leadership philosophy, traits, skills, and behaviors.

Students will identify, through real-world observation exercises, the fundamental ways leadership is practiced in on-going organizations.

Students will demonstrate, through reflection and action activities, appreciation for the unique dimensions of their own leadership style, their strengths and weakness, and ways to improve what they do as leaders.

Students will identify and evaluate various sources for credibility and apply the sources into practice.

Teaching Methodology The design of the course is a seminar format in which discussions and hands-on practices are emphasized. Students are expected to 1) read the assigned readings before coming to class; 2) actively participate in group project; & 3) complete assignments & projects on required time. Learning Resources Northouse, P. G. Introduction to Leadership: Concepts and Practice (4th ed.). Thousand Oaks, CA: © 2018, SAGE Publishing. ($50) ONLINE RESOURCES: You are encouraged to use the free companion website for Introduction to Leadership at edge.sagepub.com/northouseintro4e to reinforce the reading and check your understanding of the material. Students are required have access to a reliable internet connection outside of class to fully participate in this class through use of the course Canvas website

Behavior Expectations 1. Students are required to actively participate in each class activity including discussion,

hands‐on practices, and group research projects. Student attendance is crucial to student learning. Statistical data suggest that those who miss classes tend to fail or do not perform well in the class. Attendance will be part of class activities.

2. Students are required to complete all the readings before coming to class (see Course Outline for details)

3. Students are required to complete projects before comping to class (see Course Outline for details)


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4. Students are required to complete the home works or online activities assigned for each week before the deadlines (go to CANVAS for details).

Evaluation Methodology The course grade will be based principally on the following. Points

Demonstrate library research skills. Session 1: Demonstrate knowledge of University Library data bases and locate an article of interest inprint and full- text in each data base. .……………………………………………… 5 Session 2: Locate a popular article and a scholarly article and write a correct citation. ………………………………………… 5 Session 3: Locate pre-reviewed web sources and cite web- based sources in a bibliography. …………………………………… 5 Compile an annotated bibliography of 7 sources. ………………….. 15 Complete single and multiple literature reviews …………………..…… 15 Compile library sources and write a short analysis research paper on an organizational leadership topic ………………………………. 20 Complete course examination. ………….…………………………. 25 Participate in class. ………………….………………………………… 10 Total …………………………………………………………………. 100

Evaluation (Note: Please see library assignments over the course Canvas site) Test The exam is worth 25% of the total grade and the exam is developed based on the readings and lectures. No make-up tests will be given in the course. Literature review Students are expected to conduct both single and multiple article review in the class. These reviews are organizational behavior based. Students will be asked to search journal articles to find research topics of their interests. This part of assignment is worth 15% of your total grade. No late homework will be accepted. Research Paper. Students are expected to complete a research paper by using literature review and personal observation. This part of assignment is worth 20%. The topic of the paper will be of a student’s own choice but must be approved by the instructor. Failure to clear a research topic by the instructor will result in a grade of F on the assignment. The research paper is expected to be an eight-page report with at least 6 references. The paper must be double-spaced, full citations, and complete references using APA style. Students are expected to give a research paper presentation to the class. Attendance & Class Participation: Students are expected to actively participate in class. Their participation is critical to student learning. Anyone who misses more than two of the class will receive 0 points in the category. This part of assignment is worth 10% of your total grade.


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Assessment of Student Learning: The assessment of student learning is regarded as a useful method for students and professor to find out how much learning has taken place in a course. A pre-test and post test method is used to assess students’ learning throughout the course. Grading Scale Letter Grade Scores A 950 and above A- 900-949 B+ 870-899 B 840-869 B- 800-839 C+ 770-799 C 740-769 C- 700-739 D 600-699 F Below 60 Course Outline Weekly Calendar The topics and timelines below are tentative and may be adjusted based upon course progress and student needs. I. What is organizational leadership? Week 1 (Qingwen Dong) Introduction to the program, program logistics, etc.. Lecture/class discussion: What is organizational leadership? Trait approach Readings: Chapter 1 & 2 Week 2 (Qingwen Dong) Lecture/class discussion: Skills Approach & Behavioral Approach Basic principles of writing literature review Readings: Chapters 3 & 4 II. Developing fundamental skills in digital literacy (Please see Library Class Outline for Organizational Leadership) Week 3 (Jack Schroeder)


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Library session 1: Overview and practice using University Library research resources, and using library databases. Week 4 (Jack Schroeder) Library session 2: Distinguishing scholarly from popular sources, locating and resources on organizational behavior, and citing sources. III. Exploring Organizational Leadership Topics Week 5 (Qingwen Dong) Lecture/class discussion: Situational Approach and Path-goal theory Single article literature review due. Discussion of literature review results and preparation for analysis paper. Readings: Chapters 5 & 6 Week 6 (Jack Schroeder) Library session 3: Evaluating your sources with emphasis on Internet sources. Begin work on the annotated bibliography assignment. Week 7 (Qingwen Dong) Lecture/class discussion: Transformational leadership, authentic leadership and servant leadership. Readings: Chapters 9, 10, & 11 Week 8 (Qingwen Dong) Lecture/class discussion: Followership & Leadership Ethics Take Home Exam due in class Readings: Chapter 12 &134 Assignment Due Dates Literature review Annotated bibliography Analysis paper Policies Attendance: Students are required to actively participate in each class activity including discussion, hands-on practices, and group research projects. Student attendance is crucial to student learning. Statistical data suggest that those who miss classes tend to fail or do not perform well in the class. Attendance will be part of class activities. Class activities and participation take 10% of course grading. For details, go to Course Grading. Honor Code: The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity, responsibility, and personal integrity. Students are expected to:

act honestly in all matters

actively encourage academic integrity


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discourage any form of cheating or dishonesty by others

inform the instructor and appropriate university administrator if she or he has a reasonable and good faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred.

Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If a student is found responsible, it will be documented as part of her or his permanent academic record. A student may receive a range of penalties, including failure of an assignment, failure of the course, suspension, or dismissal from the University. The Academic Honesty Policy is located in Tiger Lore and online at http://www.pacific.edu/Campus-Life/Safety-and-Conduct/Student-Conduct/Tiger-Lore-Student-Handbook-.html Accommodations for Students with Disabilities: If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request Letter. 3-Step Accommodation Process 1. Student meets with the SSD Director and provides documentation and completes registration forms. 2. Student requests accommodation(s) each semester by completing the Request for Accommodations Form. 3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation Request Letter To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD as early as possible in each term. After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s). The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209-946-3221. Email: [email protected]. Online: www.pacific.edu/disabilities. Additional Policy on Academic Dishonesty A student who is found violating the academic honesty policy (i.e.: cheating or knowingly plagiarizing) in a course will be prevented from dropping the course even if the deadline to drop has not expired. Program Learning Outcomes Organizational Leadership Program Learning Outcomes



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a) Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings. b) Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for addressing these issues.


Critically evaluate data, information and literature, and demonstrate competence in using quantitative and qualitative reasoning to analyze and solve problems.




Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to enable effective professional and civic leadership and engagement.

(Note: This introduction course addresses three major program learning outcomes including, leadership skills development, leadership skills application, and effective communication) University Core Competency

1. Written communication 2. Oral communication 3. Quantitative reasoning 4. Critical thinking 5. Information literacy

(Note: This introduction course address three major core competency including written communication, oral communication and critical thinking)











Subject and # ORGB 109 ORGL 103 Title Organizational and Managerial Development Organizational Management and Leadership

Prerequisites None None Units 3 3 Term Effective Fall

Rationale for change: This revision reflects the program’s new focus on leadership rather than just Org behavior. It is designed as the first of two “management and leadership” courses—this one will be an comprehensive introduction course that students take in their second 8 week term and the other (ORGL 180) will be a year later, just before their final research and Capstone class. Essentially, what was ORGB 109 has grown to a two-course sequence, with much of the 109 material in 103, but with more of a focus on leadership, and then some of the rest, plus much more leadership theory and practice in the second course.




This course presents a comprehensive, integrative, and practical focus on leadership and management. It is based upon a framework that analyzes leadership and



management at different levels: individual leadership, team leadership, and organizational leadership. This courses also focused on foundational skill development as a manager/leader.











9. Anticipated additional resources: None.









☒No ☐Yes


☒Critical Thinking ☐Written Communication

☒Oral Communication ☒Information Literacy































_______________________________________________________________ DATE:_____________



______________________________________________________________________ DATE:_____________

4. REGISTRAR:

________________________________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________


Farley Staniec,

Academic Director University College


11/8/2018

11/15/2018

11/15/2018



SCHOOL: University College

SUBJECT CODE: ORGL 103

COURSE NUMBER:

COURSE NAME: Organizational Management Leadership I

SEMESTER:

UNITS: 3 Units

COURSE DATES, TIMES AND LOCATION:

INSTRUCTOR:

TABLE OF CONTENTS Course Description Grading Scale Course Objectives Course Outline

Teaching Methodology Policies Learning Resources Course Goals

Behavioral Expectations Program Outcomes Grading Methodology University Outcomes

COURSE DESCRIPTION

This course presents a comprehensive, integrative, and practical focus on leadership and management. It is

based upon a framework that analyzes leadership and management at different levels: individual leadership,

team leadership, and organizational leadership. This courses also focused on foundational skill development

as a manager/leader.

The course presents leadership and management theories/concepts/best practices that have emerged over

the past several decades. It provides students the opportunity to apply these theories through case analysis

and to enhance personal skill development through self‐assessment and role play exercises. Included in the

course are identification of current leaders and leadership as well as contemporary perspectives on

motivation, team development, ethics, networking, coaching, organizational culture, diversity, learning

organizations, strategic leadership, emotional intelligence, and crisis leadership. Special attention will be paid

on examining the role that leaders play in identifying and implementing change in organizations



Explain the role of individuals as leaders, including traits, attitudes, ethical perspectives, behaviors,

and styles.

Analyze sources of influence and their relevance to different leadership situations.

Compare the principal theories of management and leadership and evaluate their relevance to

different situations.

Demonstrate the ability to apply specific management and leadership skills to relevant contexts.

Evaluate and apply concepts of followers, teams, and team leadership.

Analyze and apply different approaches to organizational leadership.

Discuss the conditions that impede or facilitate organizational change.

Plan and implement a change effort within an organization.


This course consists of in‐seat lectures including role playing, small group discussion and various exercises,

and discussion/online sessions. The discussion/online sessions are designed to supplement and expand the

students’ understanding of the lecture material as well as provide experience applying the concepts learned

in the course. Readings provide a foundation for understanding the lecture material.

LEARNING RESOURCES

Required Textbooks:

Lussier,R.N.,&Achua,C.F.(2013).Leadership:Theory,application,andskilldevelopment(5thed.).Mason,OH:South‐Western(CengageLearning).ISBN‐13:978‐1111827076

Kotter,J.P.(2012).LeadingChange,WithaNewPrefacebytheAuthor.Boston,MA:HarvardBusinessSchoolPress.ISBN‐13:978‐1422186435

Supplemental Texts:

The EQ Leader: Instilling Passion, Creating Shared Goals, and Building Meaningful Organizationsthrough Emotional Intelligence. 2017. Author: Steven J. Stein. Publisher: Wiley. ISBN‐10: 1119349001. ISBN‐13: 978‐1119349006

The Five Dysfunctions of a Team: A Leadership Fable. 2002. Author: Patrick Lencioni. Publisher: Jossey‐Bass. ISBN‐10: 0787960756. ISBN‐13: 978‐0787960759

The course’s Canvas site may include other readings, lecture presentations, videos, assessments and assignments. Students are required have access to a reliable internet connection outside of class to fully participate in this class through use of the course Canvas website




Read carefully the entire Syllabus, making sure that all aspects of the course are clear to you and that

you have all the materials required for the course.

Take the time to read the entire Student Handbook. The Handbook answers many questions about

how to proceed through the course, how to schedule exams, and how to get the most from your

educational experience.

Familiarize yourself with the Canvas learning management systems environment—how to navigate it

and what the various course areas contain. If you know what to expect as you navigate the course,

you can better pace yourself and complete the work on time.

If you are not familiar with Web‐based learning be sure to review the processes for posting responses

online and submitting activities before class begins.

Study Tips


To stay on track throughout the course, begin each week by consulting the Course Calendar. The

Calendar provides an overview of the course and indicates due dates for submitting activities, posting

discussions, and scheduling and taking examinations.


GRADING METHODOLOGY

The course is structured with an emphasis on active learning, where you, the student, is expected to take an

active role in the learning process and actively engage in the course materials, exercises, activities, etc. The

components of the course which you will be involved in during the semester are listed below.


Class Participation/Assignments (Individual) 20% of your grade EQ Skill Discussion Leaders Presentation (Triad) 10% of your grade Team Development Discussion Leaders Presentation (Triad) 10% of your grade Case Study Analysis Paper (Group) 15% of your grade Case Study Presentation (Group) 15% of your grade Mid Term Quiz (Individual) 10% of your grade Final Exam (Individua) 20% of your grade TOTAL = 100% .

GRADING SCALE


A Level: A 92+, A‐ 89‐91 B Level: B+ 86‐88, B 83‐85, B‐ 80‐82 C Level: C+ 77‐79, C 74‐76, C‐ 71‐73 D Level: D+ 68‐70, D 65‐67, D‐ 63‐64 F Level: Below 62 points

Copies of student work may be retained to assess how the learning objectives of the course are being met

POLICIES

Honor Code:

The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity,

responsibility, and personal integrity. Students are expected to:

• act honestly in all matters

• actively encourage academic integrity

• discourage any form of cheating or dishonesty by others

• inform the instructor and appropriate university administrator if she or he has a reasonable and good


Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If

a student is found responsible, it will be documented as part of her or his permanent academic record. A

student may receive a range of penalties, including failure of an assignment, failure of the course,

suspension, or dismissal from the University. The Academic Honesty Policy is located in Tiger Lore and online

at http://www.pacific.edu/Campus‐Life/Safety‐and‐Conduct/Student‐Conduct/Tiger‐Lore‐Student‐Handbook‐

.html


If you are a student with a disability who requires accommodations, please contact the Director of the Office

of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request

Letter.

3‐Step Accommodation Process


2. Student requests accommodation(s) each semester by completing the Request for Accommodations

Form.

3. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the

Accommodation Request Letter

To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the

Office of SSD as early as possible in each term. After the instructor receives the accommodation letter,

please schedule a meeting with the instructor during office hours or some other mutually convenient time to

arrange the accommodation(s).

The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209‐

946‐3221. Email: [email protected]. Online: http://www.pacific.edu/disabilities

COURSE GOALS

Understanding the key concepts in individual and group behavior in organizational leadership used by

researchers and practitioners in the field.

Understanding of the organizational theories most often used to explain group and individual

behavior in organizations.

Through case analysis, gaining experience identifying organizational concepts in the work world,

using organizational theories to explain patterns for behavior, and recommending positive change.

Through in‐class presentations and interactions reinforce best practices in fundamental group and

individual behavior when it comes to team development and emotional intelligence.


The Organizational Leadership Program Learning outcomes addressed in this course are:

1. Development and application of leadership skills a) Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings. b) Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for addressing these issues.

3. Effective Communication Communicate clearly, cogently and effectively, in both written and oral forms, adapting presentations as appropriate for a range of audiences and a variety of professional uses. 4. Ethical reasoning Apply ethical reasoning to issues in organizational leadership and develop an ethical framework to enable effective professional and civic leadership and engagement.

UNIVERSITY CORE COMPETENCIES

The core competencies addressed in this course are:

a. Critical Thinking

b. Oral Communication

c. Information Literacy


Date Topics Covered

Week 1 The role/responsibilities of individuals as managers and various levels of leadership, including diversity and inclusion, traits, attitudes, ethical perspectives, behaviors, and styles.

Week 2 Theories of management and leadership and application in various situations in organizations

Week 3 Emotional and cultural intelligence and its application to management function within organizations

Week 4 How to management and lead teams; concepts of followers, teams, and team leadership.

Week 5 Managing others skill development I: Behavioral styles, learning modalities, motivation, accountability, ownership, metric generation

Week 6 Managing others skill development II: Performance reviews, management styles, communication, delegation, positive reinforcement

Week 7 Organizational change; how to be successful in leading change in organizations

Week 8 Organizational culture: how to create, reinforce and renew organizational culture











Subject and # ORGB 149 ORGL 139 Title Introduction to Organizational

Communication Organizational Communication

Prerequisites None None Units 3 3 Term Effective Fall 2019

Rationale for change: This is just a minor change in course title, cleaning up of course description and a change of number to have it fit in the 130s with other communications-related courses in the program. Not something we would have bothered with on its own, but since all the other changes are being made, it seemed like a good time to take care of things like this also.




Insert Catalog Copy: This course provides an overview of some of the most important theories and research in the area of organizational communication. Students will learn about the essential role of communication in a number of organizational settings, and develop skills in applying organizational communication theories, concepts, and perspectives to diagnose, prevent, and address organizational issues.













9. Anticipated additional resources: none









☒No ☐Yes



☒Oral Communication ☒Information Literacy

☒Quantitative Reasoning
















hours.


















_______________________________________________________________ DATE:_____________



______________________________________________________________________ DATE:_____________

4. REGISTRAR:

________________________________________________________________________________________ DATE:_____________


______________________________________________________________________ DATE:_____________

Farley Staniec,




11/08/2018

11/15/2018

11/15/2018

Organizational Communication Dr. Christine M. Collaҫo General Information Course meets: Thursday evenings from 5:30 to 9:30pm in 290C, 1776 March Lane Course subject code: ORGL 139 Course name: Organizational Communication Number of Units: 3 Course Description This course provides an overview of some of the most important theories and research in the area of organizational communication. Students will learn about the essential role of communication in a number of organizational settings, and develop skills in applying organizational communication theories, concepts, and perspectives to diagnose, prevent, and address organizational issues. This course is centered around a few essential questions: How might we learn about communication and leadership from the structure and culture of an organization? How might we become effective leaders and communicators in a technology‐rich environment? How might we build relationships through examining an organization as a living system? In exploring these questions, you’ll learn about a variety of approaches to organizational communication and leadership, the changes in organizations as a result of technological innovation, the importance of building relationships, and the ways in which communication and interaction create a sense of place in an organization. Each student is responsible for the entire content of the textbook, lectures, and related learning materials.

Course Website This syllabus provides an introduction to the main issues and expectations of the course. You will find extended and detailed information, plus your learning material on Canvas.

Course Goals The overarching goal of this course is to critically examine the role of communication in organizations. Sub‐goals in line with this aim include: Students will understand a number of organizational communication theories, concepts, and processes; Students will understand the essential role of communication in a number of organizational settings; Students will develop skills in applying organizational communication theories, concepts, and perspectives to resolve

organizational issues; Students will know how to use a variety of technological tools in creating presentations; Students will understand the components of a research paper; and Students will know how to write a research paper.

Course Objectives To accomplish the aforementioned goals, students will engage in the following activities: Read, listen, and/or watch assigned works in organizational communication and demonstrate understanding of ideas from these learning materials by taking short, on‐line objective quizzes and participating in both on‐line discussions, and student‐led (teacher‐facilitated) in‐class roundtable discussions and activities (Goals A, B, C). Design and create a website that focuses on an organizational communication topic(s) or issue(s), theories, or concepts, using at least 2 credible sources (Goals A, B, C, D). Collaboratively working in teams (“teams‐of‐3”), design and create a Pecha Kucha presentation that is focused on a “training need” for an organization, using at least 6 credible sources (Goals A, B, C, D). Write a research paper on an organizational communication topic(s) or concept(s) using at least 6 credible sources (Goals A, B C, E, F).

Course Learning Outcomes (CLO) In successfully completing all of these objectives, students will have mastered the subject matter and will have developed competence in the university‐wide learning outcomes based on the core competencies: Critical Thinking (CT), Quantitative Reasoning (QR), Information Literacy (IL), and Oral Communication (OC) and Written Communication (WC). Specifically, students will have demonstrated the ability to: Explain the essential role of communication in organizational setting and how communication shapes an organization. (CT, QR, WC, OC) Explain key organizational communication concepts, perspectives, and theories and describe how they can be used to enhance understanding of a wide variety of organizational leadership issues. (CT, QR, WC, OC) Apply key organizational communication concepts, perspectives, and theories to resolve organizational leadership issues. (CT, IL, QR, WC) Construct logically and theoretically sound, factually supported arguments for or explanations of positions on current communication issues in organizations and be able to express these explanations both in writing and informal and formal oral presentations. (CT, IL, QR, WC, OC) Analyze organizational communication research and be able to express research findings both in writing and informal and formal presentations. (CT, IL, QR, WC, OC)

Understanding Organizational Communication (1, 2) You will demonstrate your understanding of organizational communication primarily via your team’s pecha kucha presentation and on‐line quizzes. In addition, your participation in on‐line discussions and student‐led class discussions and activities provide evidence of your understanding of the research. (PLO’s 1b, 2, 3, 4) Applying Communication Theories and Arguments/Explanations (3, 4) You will demonstrate your ability to apply communication theories, concepts or principles of best practice, constructing logically and theoretically sound, factually supported arguments for or explanation positions on current communication issues in organizations primarily through your participation in on‐line discussions and student‐led class discussions’ contributions and activities, quizzes, your team’s pecha kucha presentation, and research paper. (PLO’s 1a, 1b, 2, 3, 4) Organizational Communication Research (5) You will demonstrate your communication research skills primarily through your research paper, but also via your pecha kucha and website presentations, and participation in on‐line discussions and student‐led class discussions’ contributions and activities. (PLO’s 1b, 2, 3)

Program Learning Outcomes (PLO’s) Furthermore, this course is designed for students to develop their skills and abilities in the following Program Learning Outcomes: (1) Development and Application of Leadership Skills, (2) Evaluation and Use of Quantitative and Qualitative Information, (3) Effective Communication, and (4) Ethical Reasoning. Specifically, students will have demonstrated the ability to: Identify opportunities and challenges in organizational leadership and apply appropriate concepts, principles, and research methods to develop and assess strategies and approaches for addressing these issues. Critically evaluate data, information and literature, and demonstrate competence in using quantitative and qualitative reasoning to analyze and solve problems. Communicate clearly, cogently and effectively, in both written and oral forms, adapting presentations as appropriate for a range of audiences and a variety of professional uses. And introduce students through one or more assignments of limited length for the following Program Learning Outcome: Demonstrate knowledge and skills necessary for success in management and leadership positions in a variety of organizational settings. Apply ethical reasoning to issues in organizational leadership and develop ethical framework to enable effective professional and civic leadership and engagement.

Instructor The instructor is Christine M. Collaҫo. I teach Organizational Communication. My research interests include emotional and social intelligence, intercultural communication, student engagement in higher education, and grit. You can contact me in several ways, but the best is by posting questions on the discussion board in Canvas or texting me at (650) 302‐9626. You can also email me directly at: [email protected]. I will respond to texts and emails within 24 hours, and on weekends and holidays, within 48 hours. My office is located in PSY/COMM, Communication D building, and my office hours are Thursday 4:30pm to 5:00pm; other times by appointment. I can always meet on campus prior to and/or after our class meetings, and more than willing to meet virtually using WebEx. Getting Stuff to Me The best way to get documents and other materials to me is to send things electronically using Canvas.

Class Sessions We explore several topics in this course. You will use a variety of learning materials to prepare in advance for each session. All the specific learning materials will be posted on the course’s website, including the quizzes. Learning materials include research articles (in PDF format), other documents, and sometimes web content. You are expected to read the assigned chapter(s) prior to the week that we meet as a class. You are expected to post your knowledge digs by Wednesday (midnight) prior to the upcoming claim meeting (e.g., post knowledge dig by 5/9 Wednesday, midnight for Week 1 readings, etc.). Meetings Topic Readings Wk 1 5/10 Introduction to the Course Kramer ch. 1

What is Organizational Communication? Wk 2 5/17 Management Theory & Leadership Kramer ch. 4, 8 Wk 3 5/24 Socialization Processes Kramer ch. 2, 3 Kramer ch. 14, 15 Wk 4 5/31 Organizational Members Kramer ch. 7 Website Presentations Wk 5 6/7 Channels and Structures Kramer ch. 5, 6 Organizational Culture Wk 6 6/14 Power and Resistance Kramer ch. 11 Decision‐Making and Conflict* Kramer ch. 9, 10* Wk 7 6/21 Work‐Nonwork Issues Kramer 12, 13

Technology, Diversity and Globalization Wk 8 6/28 Pecha Kucha Presentations

Research Paper is Due Kramer refers to the main textbook of Organizational Communication *Chapters 9 and 10 on Decision‐Making and Conflict are optional readings, since these topics are covered in length in other courses offered in the ORGL program.

Grading Grading is straightforward in this course. There are a 1000 points for all of the required activities.

920+ points = A 799 to 780 points = C+

919 to 900 points = A‐ 799 to 720 points = C

899 to 880 points = B+ 719 to 700 points = C‐

879 to 820 points = B 699 to 600 points = D

819 to 800 points = B‐ 599 to 0 points = F

For all assignments, you will be provided with further instructions on completing these assignments, with examples, and time to practice your Pecha Kucha presentation. You will also have time in class to work on your Website. There will be rubrics provided for all assignments. On‐Line Discussions 210 points. Prior to each week that we meet beginning week 1 you will be asked to engage in reflective on‐line discussions. The main purpose of these on‐line discussions (or knowledge digs) is to encourage students to look beneath the surface of the learning materials they are using. Your discussion posts should be at least 200 words. Quizzes 100 points. There will be a number of quizzes that are worth 10 to 20 points each. These quizzes will be posted within each module on Canvas. Website 125 points. Students will work towards designing and creating a website that is focused on organizational communication topic(s), theory/theories, or concept(s). For the website you can either work individually or in teams. The website needs to include at least 3 images and 2 videos (per student). You must be sure to cite all of the sources that you use in creating this website (including images, videos and other outside sources). The website will allow for more creativity; however, the discipline in research is still required. The source “output” for the website will need to contain at least 750 words (or at least 3 pages of content, excluding the reference page). At least 3 credible sources must be cited (per student) – e.g., peer‐reviewed journal articles, course textbook and books. Research Paper 250 points. Students will work towards completing a research paper in stages. You will receive feedback as you progress in learning how to “write‐like‐a‐researcher.” The research paper needs to include a cover page, abstract, introduction, literature review, etc. You are given the option to work on an individual research paper, work in teams, and or work with the instructor.

The source “output” for the research paper will need to contain to be at least 2,000 words (or at least 8 pages), plus the cover page, abstract, and reference page. At least 6 credible sources must be cited (per student). More information will be shared with you in class during our first meeting. Team Pecha Kucha Presentation 175 points. A pecha kucha is a form of multimedia haiku. In a pecha kucha presentation you have 20 images, with 20 seconds to discuss each one: that gives a total length of six minutes and forty seconds. Your team pecha kucha must focus on a “training need” for an organization – such as, “What it takes to be a leader,” “How to prevent conflict,” “The keys to decision‐making,” and “The differences between a manager and a leader,” etc. At least 2 credible sources must be cited (per student). Participation 140 points. In‐class participation is absolutely necessary in this course. These are several aspects of the course experience that will happen uniquely during the live class sessions. If you miss three classes (excused or unexcused), you will fail the course. For each missed class (unexcused), you will not earn the nights’ participation points and your final grade will be reduced– e.g., A to A‐, B to B‐, etc. If you MUST be absent from class, it is absolutely necessary for you to notify the instructor as soon as possible. There may be situations (e.g., birth of your child, travel for work, illness, death in the immediate family, etc.) where you may not be able to attend class “in‐person.” These will be considered excused absences. You must notify the instructor as soon as possible. To earn the in‐class participation points, you must complete the assignment/activity that is covered in class by the posted due date. Late Assignments Late assignments: Late assignments will be accepted, but must be received within 5 days after the due date and will only be eligible to receive up to 50% of the total points.

Learning Material There are several learning materials you’ll be using in this course. Textbooks (required) Kramer, M. W., & Bisel, R. S. (2017). Organizational communication: A lifespan approach (1st ed.). New York: Oxford University Press. [ISBN: 9780190606268] Software (required and free) Website Tools: Wix.com and Photosforclass.com Conceptual Tool: Mindmup.com Socrative: https://b.socrative.com/login/student/. Classroom access: YYOKB6E3.

Students are required have access to a reliable internet connection outside of class to fully participate in this class through use of the course Canvas website

Videos Sometimes I will use video materials. Most of these videos are in a Vimeo or Youtube formats. All of them can be viewed at the course website.

Writing All course assignments are to be written using the American Psychological Association format (6th edition) using grammar and syntax appropriate for and expected from undergraduate‐level students. Students should be aware that work submitted in this class may be retained after the semester for ongoing course and departmental assessment purposes.

Accommodations for Students with Disabilities If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request Letter. 3‐Step Accommodation Process Student meets with the SSD Director and provides documentation and completes registration forms. Student requests accommodation(s) each semester by completing the Request for Accommodations Form. Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation Request Letter To ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD (insert timeframe. Depending on course and session, expectation might be 1‐2 weeks or 1‐2 days). After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s). The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209‐946‐3221. Email: [email protected]. Online: www.pacific.edu/disabilities

Honor Code The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity, responsibility, and personal integrity. Students are expected to: act honestly in all matters actively encourage academic integrity discourage any form of cheating or dishonesty by others inform the instructor and appropriate university administrator if she or he has a reasonable and good faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred. Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If a student is found responsible, it will be documented as part of her or his permanent academic record. A student may receive a range of penalties, including failure of an assignment, failure of the course, suspension, or dismissal from the University. The Academic Honesty Policy is located in Tiger Lore and online at http://www.pacific.edu/Campus‐Life/Safety‐and‐Conduct/Student‐Conduct/Tiger‐Lore‐Student‐Handbook‐.html

Please note: A syllabus is a working document and is subject to change. Students will be informed of changes in a timely manner, and through multiple channels. There are quite a few videos and audios that you are also expected to watch and listen to that are not mentioned on this syllabus, but are in Canvas. Please be sure to access your learning material, assignments, due dates, etc. from Canvas.

Course Deletion Proposals

University College



Course Deletion, Page 1 of 3 Revised November 2018

COURSE DELETION PROPOSAL

Use this form to delete one or more courses. Please note, courses will be deleted from the catalog the following fall semester if approved by Academic Affairs on Undergraduate Studies (AACU) or Academic Affairs on Graduate Studies (AACG) by the December meeting.





COURSE INFORMATION

First Course Number: ORGB 23 Course Title: Computer Concepts & Application Term Effective: _Fall 2019____________

Reason(s) for deletion: Course content is being split into different courses in the program, as well as external learning modules for students who need to brush up on basic computer skills.

Prerequisite for another course? ☒No ☐Yes

If yes, specify course subject and number:

General Education Course? ☒No ☐Yes Cross-Listed Course? ☒No ☐Yes


Will the deletion of this course impact other programs? ☒No ☐Yes

If yes, specify which programs:

When was the course last taught: Fall 2018 Second Course Number: ORGB 155 Course Title: Issues in Decision Making Term Effective: _Fall 2019

Reason(s) for deletion: Course content is being combined with content from introductory economics course to create a new course “Benefits, Costs and Decisions” which brings in the material from both of these courses that is most relevant to students in the program.







When was the course last taught: Fall 2018



COURSE DELETION PROPOSAL Third Course Number: ORGB 177 Course Title: Organizational Structure,

Design and Analysis Term Effective: Fall 2020 Reason(s) for deletion: This course served as the capstone for the Organizational Behavior program. As we make the switch to Org. Leadership, capstone is being significantly redesigned, including dropping from 6 to 3 units. Thus, rather than do a ‘course change’ for what would be quite substantial changes (name, number, units, content) it seemed make more sense to drop this course and add a new ORGL 199 – Organizational Leadership Capstone course.







When was the course last taught: Spring 2018 Fourth Course Number: ORGB 178 Course Title: Intro to Ethical Theories Term Effective: Summer 2018 Reason(s) for deletion: This course is identical to PACS 3, it was given this name to make it clear that it was only for students in this program. However, it was requested by GE that we go back to using the PACS 3 title so that it’s clear that every senior is taking the course. So we just don’t need this course name or number anymore.







When was the course last taught: Spring 2018

Please remember to make the corresponding changes to your program’s catalog copy when you receive page proofs for next year’s catalog.



COURSE DELETION PROPOSAL

DATE:

DEPARTMENT/SCHOOL:

CONTACT PERSON & PHONE/EMAIL:


1. CHAIRS OF ALL INVOLVED DEPARTMENTS/PROGRAMS: ___________________________________________________________ DATE:______________

2. CHAIR(S), SCHOOL(S)/COLLEGE CURRICULUM COMMITTEE(S): ___________________________________________________________ DATE:______________

3. DEANS OF ALL INVOLVED SCHOOLS/COLLEGE: ___________________________________________________________ DATE:______________

5. REGISTRAR: ___________________________________________________________ DATE:______________


___________________________________________________________ DATE:______________

Farley Staniec, Academic Chair, Organizational Behavior Program



11/8/2018

11/15/2018

11/15/2018

Documents

Program Change Proposal University College Organizational ... Course For… · e. ORGL 103 Organizational Management and Leadership 119 f. ORGL 139 Intro to Organizational Communication