Course objective: While this writing-intensive course focuses on the types of individual communications skills that enhance a person's professional and career development, it also teaches skills that can be applied to communications typically encountered in the business world and the ways that business people can enhance the clarity and effectiveness of the messages they communicate. Students will have ample opportunity to improve their writing skills, presentation skills, their ability to access and process information, their technological skills, and their ability to work collaboratively with their classmates.


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• How to Get a Job with Any Major, Asher 
  
• The Story Factor, Simmons
  
• Numerous Web-based readings as assigned in the weekly calendar above.

Supplemental Text:

• College Grad Job Hunter, online at http://www.collegegrad.com/book/contents

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 Grading

Please keep track of your grades and extra-credit points. IMPORTANT: Save your papers. Occasionally instructor enters points incorrectly on Blackboard or neglects to record a grade (especially in the case of late papers); your own careful record-keeping will help prevent discrepancies. It is YOUR responsibility to monitor your grades on Blackboard and ensure that they are correctly entered

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ASSIGNMENT	POINTS
Participation in Jan. 10 Virtual Class	50
Student Information Sheet	Counts toward Attendance Points
Final Project Proposal	Counts toward Attendance Points
Resume and Cover Letter Quizzes	Count toward Attendance Points
Resume	(75 points for draft + 25 points for revised version)=100
Cover Letter	(75 points for draft + 25 points for revised version)=100
Thank-you Letter	50
Elevator Speech	50
Informational Interview	100
Who Am I Story OR Personal Branding Statement	90
Virtual Team Deliverables See http://www.stetson.edu/~khansen/bn301/virtual_team_project.html for exact breakdown of points.	300
Responses to 20 Interview Questions	100
5 Success Stories Homework Assignment	Counts toward Attendance Points
Interview Practice w/Partner	Counts toward Attendance Points
Mock Interview	100
Submission of job-posting/ad for cover letter and mock interview	10
Final Individual Project	150
Class attendance/participation/preparation	150, including certain in-class activities
Final Exam	TBD
Total possible points from regular assignments	1,350

Plus/Minus grading applies: 98-100=A+; 93-97=A; 90-92=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 67-69=D+; 63-66=D; 60-62=D-; under 60 = F.


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Class Policies Class attendance/participation/preparation policy: Participation is critical to the quality of this class. Therefore, regular attendance is expected:

• Students who miss 4 classes will be asked to drop the class.
• 150 points are allotted for attendance/participation/preparation.
• Preparation means that you must complete reading assignments and be prepared to thoughtfully discuss the assigned readings.
• Attendance will usually be taken via an attendance sheet or recording of absences based on those who are not in class to pick up graded assignments.
• Points will be deducted for each absence.
• Additional deductions will be taken when students are absent on guest-speaker days, mock-interview days, mandatory-attendance days, and presentation days.
• Absences MAY be excused at the instructor's discretion, but only if the student contacts instructor BEFORE the missed class. If you plan to miss class for a pre-excused ansence, you must turn in any assignment(s) on or BEFORE the due date to avoid lateness penalties.
  
• Extended absences MAY be excused if student provides a doctor's note after an illness that resulted in missed class(es); HOWEVER, student is still responsible for informing instructor that he/she expects to miss class(es).
• Athletes who expect to miss classes because of games MUST supply a schedule in advance from your coach and must turn in assignments BEFORE they are due if they will be traveling on the due date.
• Any others who expect in advance to miss a class MUST let instructor know in advance and must turn in assignments BEFORE they are due.
• Students will earn points for participation and preparation, ranging from zero points for no participation to a maximum number of points for the highest level of participation.
• Participation grade may include participation on Blackboard.
• The schedule for all three sections of the class (noon, 4 pm, and 6 pm) is USUALLY the same. Thus, noon students who miss class, for example, can usually come to the 6 pm or 4 pm class, and students in one of the later sections who know they have a conflict can usually attend an earlier session of the class on the same day. Check with instructor, however, since circumstances sometimes cause schedules to differ among the 3 sections.
  
• Regular attendance is also to your advantage because there will be at least one unannounced in-class opportunity to earn extra-credit points.
• The quality of attendance, preparation, and participation will determine whether we have a final exam in the class.
  

Late papers may NOT be slipped under instructor's door. This policy also applies to ON the door or anywhere in the vicinity of the door. They must be submitted directly to instructor or to A MEMBER OF THE MANAGEMENT DEPARTMENT FACULTY OR STAFF (e.g., Mrs. Baker) in LBC 432 so date/time of submission can be recorded. Any papers slipped under instructor's door are subject to MAXIMUM lateness penalties. E-mailing assignments or uploading to Blackboard Dropbox: Although virtual communication is encouraged in this class, the volume of students precludes electronic submission of assignments except as noted by instructor. The time and resource burden on instructor to print out, store, and organize electronically submitted assignments is too great. Therefore: NO assignment may be electronically submitted – via e-mail attachment or Blackboard – unless the Web page describing that assignment specifically permits electronic submissions OR you have made special arrangements with instructor.


Unacceptable/ungraded paper policy: Occasionally students turn in papers that, if graded, would result in a failing or near-failing grade. If such a paper is returned to you ungraded, you have 48 hours to re-work the paper and turn it back in. The highest grade you can receive for a re-worked paper is the point-value equivalent of 89 percent. The final paper usually cannot be re-submitted for a higher grade, depending on timing.

Picking up assignments if you are not in class to pick them up: If you miss class when assignments are returned, you can pick them up anytime 8 to 4:30 on weekdays. I don't need to be there; Mrs. Baker can let you in. You may want to call her first at 822-7430 to make sure she's there. It is to your advantage to pick these items up since some assignments build on previous assignments.


Policy/procedure for "firing" a virtual-team member: A virtual team that is having a problem with a team member who is not pulling his or her weight in the development of the group project or otherwise impeding the progress of the group project should follow the following procedure:

1. As a group, the complaining group members should confront the problem group member to ensure that he/she knows he/she is causing a problem.
2. If no improvement occurs, the complaining group members should alert instructor.
3. Instructor will talk to all parties separately and then attempt to arbitrate the problem with all parties present.
4. If improvement still does not occur, complaining group members will inform instructor, and then group members will "fire" the problem group member. The fired group member will have to do an individual project, which will be worth only 75 percent of the available points for the team project.

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Writing Expectations: Since this is a communications class, competent writing is expected. Instructor will provide ample feedback on graded papers, and students are expected to improve their writing throughout the semester. Most writing assignments will be returned with detailed information on writing errors; students are expected to learn from these errors and not repeat them in future assignments. The error handout can be found at this link: "Why Is It Red?" It's a good idea to refer to this page before your first and subsequent writing assignments to familiarize yourself with the types of flaw instructor will be looking for. You are also welcome to submit assignments to instructor before the due date for critique.

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Blackboard: Blackboard will be used for class announcements, reminders, syllabus changes, postings of helpful information, extra-credit assignments, and may be used for interactive discussion. You are strongly encouraged to check Blackboard regularly – several times a week and certainly before your BN 301 classes.


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Virtual-Team Project

You and 5-6 other BN301 students across the 3 sections of this class will form virtual teams that will work primarily without meeting face-to-face. Click here for more information. 300 total points.

Individual Assignments

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Final Project Proposal: To get you started "early" in the semester on your final individual project, I am asking you to turn in a paragraph describing your project during Week 7 of class. More details about project here and here: More detailed explanation.





Resume Quiz: By Week 4, after doing the Resume readings, go to http://www.quintcareers.com/resume_quizzes.html and take any one (or more) of the first four quizzes (Don't take Could You Benefit from a Professional Resume Writer?). Your responses will go directly to instructor's computer.


Resume: 1-2 pages. Specific instructions will come from class sessions and readings. You will probably also find it helpful while crafting your resume to use the required Web-based readings, especially if you have never created a resume or if you feel your resume content needs considerable improvement. The resume assignment is divided into two parts. Part I is a resume draft, not to be confused with a "rough" draft. It is called a draft because it is assumed that even a very good resume can be improved. "Draft" does not imply that this version of your resume should not be your best effort; after all, up to 75 points of the 100-point assignment come from the draft. After you receive your graded draft from instructor, use instructorís suggestions to improve your resume. You will receive up to an additional 25 points for the revised version. You must submit the draft version with your revised version. Single-space. 75 + 25 points = 100 points.

NOTE: Because typos and misspellings are generally fatal errors in the job-hunting world, each typo and/or misspelling on the resume, cover-letter, and thank-you letter assignments, INCLUDING DRAFT VERSIONS, is subject to a 10-point deduction. Misspelled names of software programs are subject to a 5-pt. deduction, so watch out for tricky ones (PowerPoint, WordPerfect, PageMaker, FrontPage). Misspellings/typos that appear in revised versions but that instructor failed to catch on draft versions will not be counted off. Be careful not to edit new typos/misspellings into your revisions.


Cover Letter Quiz: By the second class session of Week 6, after doing the Cover Letter readings, go to http://www.quintcareers.com/cover_letter_quiz.html and take the Cover Letter Quiz. Your responses will go directly to instructor's computer.

Cover Letter: 1 page, typed, single-spaced. Specific guidelines will come from class session and readings. The cover letter assignment is divided into two parts. Part I is a cover letter draft, not to be confused with a "rough" draft. It is called a draft because it is assumed that even a very good cover letter can be improved. "Draft" does not imply that this version of your cover letter should not be your best effort; after all, up to 75 points of the 100-point assignment come from the draft.


Two important formatting notes for the cover letter:


• Equalize white space at top and bottom of page, so body of letter is centered vertically on the page.
• For your cover letter, use THE SAME "letterhead" that you used for your resume.
The cover letter assignment is tied to the mock interview. Your cover letter must target the same job that you will also have in mind when you are interviewed in your mock interview. You must also submit with your cover letter an Internet job-posting (or print want-ad from newspaper or magazine) typifying the kind of job you expect to seek after graduation. This ad or description accounts for 10 points your grade. You must also keep this same job in mind when you are interviewed for your mock interview.

After you receive your graded draft from instructor, use instructor's suggestions to improve your cover letter. You will receive up to an additional 25 points for the final version.
NOTE: Because typos and misspellings are generally fatal errors in the job-hunting world, each typo and/or misspelling on the resume, cover-letter, and thank-you letter assignments, INCLUDING DRAFT VERSIONS, is subject to a 10-point deduction. Misspelled names of software programs are subject to a 5-pt. deduction, so watch out for tricky ones (PowerPoint, WordPerfect, PageMaker, FrontPage). Misspellings/typos that appear in revised versions but that instructor failed to catch on draft versions will not be counted off. Be careful not to edit new typos/misspellings into your revisions.

Thank-you Letter: 1 page, typed, single-spaced. Specific guidelines will come from class lectures, readings, and at this link: thank-you letter explanation. Letter should be a thank-you letter to an employer for an interview and should be single-spaced in standard business-letter format. NOTE: Because typos and misspellings are generally fatal errors in the job-hunting world, each typo and/or misspelling on the resume, cover-letter, and thank-you letter assignments, INCLUDING DRAFT VERSIONS, is subject to a 10-point deduction. Misspelled names of software programs are subject to a 5-pt. deduction, so watch out for tricky ones (PowerPoint, WordPerfect, PageMaker, FrontPage). 50 points.

Two important formatting notes for the thank-you letter:

• Equalize white space at top and bottom of page, so body of letter is centered vertically on the page.
• For your thank-you letter, use THE SAME "letterhead" that you used for your resume.

Elevator Speech: About 30 seconds. To be presented in class during Week 9. More information here. 50 points.

Informational Interview Paper: This paper is designed to help you learn more about your chosen career field or to explore career options if you are undecided about your career goals. You will conduct an in-depth interview with an individual in a career field in which you have an interest. You will write a short paper summarizing what you learned from the interview. Be sure to review the more detailed explanation of this assignment.

Responses to 20 Frequently Asked Interview Questions. Click on this link: Responses to 20 Frequently Asked Interview Questions. Scroll down to Practice Interviews. You must complete and submit either College Student Mixed Questions (if you are a traditional-age student with minimal work experience) or Job-Seeker Mixed Questions (if you are a nontraditional-age student and/or have extensive work experience).

NOTE: BE SURE YOU RESPOND TO THE CORRECT SET OF QUESTIONS. ONLY THE ABOVE TWO ARE ACCEPTABLE, AND IF YOU DO A DIFFERENT SET, YOU WILL HAVE TO RE-DO THEM.


These sets of interview questions are intended to be completed and submitted online, and your responses will go directly to instructor's computer. Alternatively, you can copy and paste either set of questions into a Word document and answer and submit as hard copy (if you have limited computer/Internet access or an unreliable dialup connection, you may prefer the latter method).

IT IS ALSO SUGGESTED THAT YOU SAVE A COPY OF WHAT YOU SUBMITTED IN CASE INSTRUCTOR HAS DIFFICULTY LOCATING YOUR RESPONSES ON HER COMPUTER. 100 points. 

Mock interview:  Mock interviews will be conducted in a small-group setting with instructor present. Each class member will be interviewed for his or her ideal job by a group of classmates, a situation that simulates the growing panel-interview trend in job interviewing. Panel members will participate in critiquing interviewees. A professional employment recruiter or human-resources person will participate in critiquing the interviews (but not in the grading). Prepare for the interview with a job in mind as described in a job posting/ad, as explained above. 100 points, a portion of which will be awarded by classmates. Interviews may be videotaped for your further enlightenment.

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Final Individual Project: You have several choices for your final individual project. Go here: more detailed explanation.

Keys to Success in BN 301

1. Read the syllabus carefully. Note due dates, policies, and point values.

2. Check Blackboard regularly – at least a few times weekly and definitely before each class.

3. Come to class.

4. Submit assignments on time.

5. Be prepared to participate in each class based, in part, on having completed the readings.

6. Monitor your grade on Blackboard and alert instructor promptly if your grade for a given assignment does not seem to be recorded.

7. If you are confused or have questions about any assignment, policy, or aspect of the course, ASK INSTRUCTOR. No question is stupid, and I am always happy to answer. Do not rely on assumptions or what friends/classmates tell you.
8. Read the Syllabus.

9. Check Blackboard regularly.

10. Read the Syllabus.

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Four Levels of Performance in BN 301 As with any class, you will get out of this class what you put into it. Since this is a course designed to help you successfully launch your career, getting something out of the class can be extremely important to your future. The more you put into the class, the better grade you will get, but more importantly, the more likely you will be to obtain the job of your dreams upon graduation. Only you can decide which of the following levels of performance you will strive for:

Passive: This level represents doing the bare minimum to pass the class – doing all or most of the assignments passably, attending class with some regularity. Students achieving this level will attain a D or C in the class and may not be as well equipped as their competition to obtain a job after graduation.

Active: This level represents a higher degree of responsibility. Students at this level do all assignments – on time – attend class regularly, do at least some of the reading and participate moderately in class. Students achieving this level will attain a C or B in the class but still may not possess quite the competitive edge of their counterparts in the job market.

Evaluative: Students achieving this level can measure their performance and its consequences – not only with the A grade they are likely to receive but with the sharpened job-hunting skills they've developed by involving themselves in the career-development curriculum this class offers. Students at this level of performance do all the assigned reading, attend class faithfully, participate actively in class, perform all assignments well and on time, and may establish a connection with instructor outside class. Students at this level will be well equipped to obtain a job upon graduation and will be able to measure the success of their job-hunting skills by how easily they attain that first job.

Transformative:  Students achieving at this level will find the class to be a life-changing experience because they will leave the class with something tangible, such as a job/internship offer in hand, a new career direction, or a promising contact that could lead to that great first job. Students at this level do all the assigned reading, attend class faithfully, participate actively in class, perform all assignments exceptionally well and on time, and establish a connection with instructor outside class. They go above and beyond what is expected of them and what their classmates do. Further, they take advantage of every opportunity the class offers, thus honing the highest level of competitive job-search skills and attaining an A or A+.


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Expected Outcomes from This Course
Assuming reasonable effort on your part, you can expect the following outcomes from this course by the end of the semester:
• At least one high-quality networking contact who may assist you in obtaining a future job or internship. More than 9 out of 10 students obtained at least one promising networking contact that could lead to future jobs/internships as a result of the informational interviews conducted for the class. 21 students (28 percent) obtained more than three promising networking contacts that could lead to future jobs/internships as a result of the informational interviews conducted for BN 301. In addition, 7 students obtained a job offer as a result of the informational interviews conducted for BN 301 (or as a result of any other component of BN 301). (NOTE: Obtaining job/internship offers is NOT the purpose of this assignment, but such offers are often a positive result of the assignment.) Almost a quarter of the students (21 percent) obtained an internship offer as a result of the informational interviews conducted for BN 301 (or as a result of any other component of BN 301). More than 9 out of 10 BN 301 students obtained increased knowledge of their career field and/or knowledge that will better help them choose from among career fields as a result of the informational interviews conducted for BN 301.
• An effective resume. If you have never done your resume, you will have an effective one by the end of the semester. If you have already done your resume, you will end the semester with a better one. 96 percent of BN 301 students in a given semester felt they ended the semester with a better resume than they had at the beginning of the semester.
• Knowledge of how to write an effective cover letter. 95 percent of BN 301 students in a given semester felt they ended the semester with better knowledge of how to write a cover letter than they had at the beginning of the semester.
• Knowledge of how to write a thank-you letter after a job interview.  96 percent in a given semester felt they ended the semester with better knowledge of how to write a job-interview thank-you letter than they had at the beginning of the semester.
• A set of your own quality responses to frequently asked job-interview questions.
• Actual practice in job interviewing. 96 percent of BN 301 students in a given semester felt they were better prepared for job interviews than they were at the beginning of the semester as a result of the mock interview and/or related assignments and 97 percent felt they ended the semester with better interviewing skills than they had at the beginning of the semester.
• Improved presentation skills through practice. Three-quarters of BN 301 students in a given semester felt they ended the semester with better presentation skills than they had at the beginning of the semester.
• Improved teamwork skills through virtual-team project.
• Improved writing skills through practice. Four out of five students in a given semester felt they ended the semester with better writing skills than they had at the beginning of the semester.
• Overall, better job-hunting skills than other Stetson students in the same year in school as you. More than 4 out of 5 students in a given semester felt that as a result of this class, they had better or much better job-hunting skills compared to other Stetson students in the same year in school.
• Knowledge of personal branding, career portfolios, blogs, business narrative, and more.