ONLINE SEMINAR IN STRATEGIC MARKETING

Katie Mercurio

April 2020

COURSE AND OVERVIEW INTRODUCTION 1.1

• Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, and support files

COURSE AND OVERVIEW INTRODUCTION 1.2

• Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture of the instructor.

COURSE AND OVERVIEW INTRODUCTION 1.3

• Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable

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• OVERVIEW AND LEARNING OBJECTIVES (FROM MY SYLLABUS)
• Marketing management is a complex business function that requires a balance of analytic and synthetic skills towards strategy formulation, tactic development and program implementation.
• The synthesis of all these elements is carried out through the use of group case studies and video lectures and online discussion. The pedagogical style emphasizes your role in applying the concepts discussed in the lectures to the business situations at hand (i.e., the cases). The role of the instructor is to provide you with tools to structure your thinking and stimulate and facilitate your analysis of the cases.

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COURSE AND OVERVIEW INTRODUCTION 1.5

• Academic integrity or “code of ethics” is defined. Related institutional policies for students to adhere are clearly stated and/or links to those policies (e.g. online catalog; institution web page) is provided.

ASSESSMENT AND EVALUATION OF STUDENT LEARNING 2.1

• All student learning outcomes are specific, well-defined, and measurable

ASSESSMENT AND EVALUATION OF STUDENT LEARNING 2.2

• Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments

ASSESSMENT AND EVALUATION OF STUDENT LEARNING 2.3

• The learning activities (including graded assignments as well as ungraded activities) promote the achievement of student learning outcomes

ASSESSMENT AND EVALUATION OF STUDENT LEARNING 2.4

• The assessment instruments (e.g., rubrics) are detailed and appropriate to the student work and respective outcomes being assessed. This includes assessing modes of online participation and contributions.

ASSESSMENT AND EVALUATION OF STUDENT LEARNING 2.5

• Throughout the semester, instructor provides multiple opportunities to give feedback on student learning, as well as helping students “self-check” their learning.

INSTRUCTIONAL MATERIALS AND RESOURCES UTILIZED 3.1

• Instructor provides students with adequate notice and time to acquire course materials
• Readings and Cases (FROM SYLLABUS)
• All required readings and cases are accessible on Blackboard. As a Chico State student, you have access to all of the Harvard Business Review (HBR) articles via CSU Chico library for free. In each of the weekly folders, I have added a direct link to the articles and cases in the online CSU Chico library database. You will be prompted to log into the library with your Chico State username and password. It is the responsibility of the students to ensure the availability of the full text articles from Harvard Business Review and download the correct readings from the Chico State library. Please note that the library’s subscription to journals is subject to change.

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INSTRUCTIONAL MATERIALS AND RESOURCES UTILIZED 3.2

• Syllabus clearly indicates whether textbooks and materials are required or recommended.

INSTRUCTIONAL MATERIALS AND RESOURCES UTILIZED 3.5

• There is a variety of instructional material types and perspectives, while not overly relying on one content type such as text.

STUDENT INTERACTION AND COMMUNITY 4.1

• At the beginning of the course, instructor provides an opportunity for students to introduce themselves to develop the sense of community.

STUDENT INTERACTION AND COMMUNITY 4.3

• Navigation throughout the online components of the course is logical, consistent, and efficient

STUDENT INTERACTION AND COMMUNITY 4.4

• Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement

STUDENT INTERACTION AND COMMUNITY 4.7

Course learning activities help students understand fundamental concepts, and builds skills useful outside the course

Weekly Discussion Board

Complete Week 1 Discussion Board.  Post 1 original post (100 words minimum) and respond to two class mate posts (50 words minimum) about what you took from the readings, lecture videos, and week 1 learning objectives and how you could apply these lessons to your current job, a previous job, or a company you have seen in the media.  How will you use this content after graduation?

FACILITATION AND INSTRUCTION 5.6

• Instructor provides feedback in a timely manner.

FACILITATION AND INSTRUCTION 5.8

• Instructor sends reminders of due dates and duration of respective modules, as well as other instructions to keep students on task.

TECHNOLOGY FOR TEACHING AND LEARNING 6.2

• Instructor takes advantage of current tools provided by the LLMS (or similar) to enhance learning

TECHNOLOGY FOR TEACHING AND LEARNING 6.4

• Instructor provides clear information regarding access to technology and related resources required in the course.

LEARNER SUPPORT AND RESOURCES 7.2

• The course syllabus (or related) lists and/or links to a clear explanation of the technical support provided by the campus and suggestions as to when and how students should access it

LEARNER SUPPORT AND RESOURCES 7.3

• Course syllabus (or related) provides an introduction to campus academic (non-technical) support services and resources available to support students in achieving their educational goals. E.g., Disability Support Services, Writing Center, Tutoring Center.

ACCESSIBILITY AND UNIVERSAL DESIGN 8.1

• Syllabus links to the campus accessible policy, whether it is required or recommended that instructors do so.

ACCESSIBILITY AND UNIVERSAL DESIGN 8.3

• Students are given accessibility information and policies related to the online course environment

ACCESSIBILITY AND UNIVERSAL DESIGN 8.5

• Course materials created by the instructor or externally are in formats that are accessible to students with disabilities – this is the one area where I need improvement

QUESTIONS?

• Thank you to Chiara, Christine, Jim, and Kathy for all of their help in the last 2 terms!
• As the Christine and Kathy lead development of the OMBA course shells, I will be changing the look of this course. However, the core 24 standards will remain. The biggest impact this has had on me is incorporating SLOs into every part of the course! Big shout-out to Kathy because the visual organizer will help all future instructors or TAs for my course moving forward.