O n l i n e . L e a r n i n g . S u p p o r t
Department of Information and Library Science
Southern Connecticut State University
501 Crescent Street, New Haven, CT 06515
Fax: 1.203.392-5780 / Phone: 1.203.392-5781
Toll Free: 1-888-500-SCSU, then press 4
Web: http://www.southernct.edu/departments/ils/

Week 1 [1/21-1/27]

Read: chpts 1-4 Montana & Charnov

Due: personal introduction and nickname
1-2 mini-cases
1-3 annotations

Week 2 [1/28-2/3]

Read: chpts 5-7 Montana & Charnov

Due: Goal-setting assignment
2-3 mini-cases [3-5 total]
1-3 annotations

You will have four primary activities in Section I: introducing yourself to classmates; setting goals for the course; sharing with classmates insights you gain from readings; and creating mini-case studies in management.

Some activities you begin this first week will continue through the term (weekly sharing annotations). Some activities will generate materials that will be used in other activities throughout the term (creating mini-case studies; following goal setting plan). Other activities will be completed in the first (personal introduction) or second week (goal setting).

It is important that you manage your time, study environment, and stress level. Do let the instructor know if you feel you would like suggestions for managing time, study environment, or stress.

PERSONAL INTRODUCTION

Write a brief (no more than one page) summary of your background. You may write about your family, early education, employment, and/or personal interests. For one position/activity describe the nature of your responsibilities and list three to five major accomplishments. Also create a nickname for yourself. The nickname, rather than your given name, will be used to identify your work shared with classmates through the instructor's website. (The instructor reserves the right to reject any nickname and either ask the student to submit another nickname or to assign one to the student.)

Email (within the message rather than as an attachment) your personal introduction to the instructor at Brown@SouthernCT.edu by Friday of the first week. [In the subject line please enter "565, nickname, introduction."] Introductions will be loaded to this website with access from STUDENT WORK below. Be sure to use the SCORING OF ASSIGNMENTS as a guide for assessing the quality of drafts before submitting the final text for scoring and presentation to classmates.

GOAL SETTING

Write a job description for yourself as a student in ILS 565. Create performance appraisals for the job description. The job description should contain minimum performance levels as well as methods for evaluating whether the performance level was reached.

The job descriptions will assist you in participating in cross-training with fellow students so that each student may obtain the skills needed to meet minimum performance levels for his/her job description. The evaluation (performance appraisal) plan should include timing (intervals) for evaluation and indicate whether each assessment will a self-evaluation and/or a peer-evaluation.

Email (within the message rather than as an attachment) your complete description and plan to the instructor at Brown@SouthernCT.edu by Friday of the second week. [In the subject line please enter "565, nickname, goals."] Plans will be loaded to this website with access from STUDENT WORK below. Be sure to use the SCORING OF ASSIGNMENTS as a guide for assessing the quality of drafts before submitting the final work for scoring and presentation to classmates.

Evaluations prescribed in this activity as well as cross-training activities will be reported to the instructor per the performance appraisal plan.

ANNOTATIONS

Each student will also be completing readings of his/her choice and sharing insights and new knowledge with classmates through annotations. Each annotation should begin with the bibliographic reference to the portion annotated (i.e. chapter, article, personal interview), written in APA style and include a keyword that best describes the knowledge gained. Annotations (less bibliographic entry) are expected to be concise entries of 50-150 words.

Students who aspire to a C in the course should submit 1 annotation each week, written at the Adequate or better level. Students who aspire to a B in the course should submit 2 annotations each week, written at the Strong or better level. Students who aspire to a A in the course should submit 3 annotations each week, written at the Outstanding level.

Email (within the message rather than as an attachment) your 1-3 annotations to the instructor at Brown@SouthernCT.edu by Friday of each week. [In the subject line please enter "565, nickname, annotations, week#."] Annotations will be loaded to this website with access from STUDENT WORK below. Be sure to use the SCORING OF ASSIGNMENTS as a guide for assessing the quality of drafts before submitting the final annotations for scoring and presentation to classmates.

MINI-CASE CREATION

With your mentor, create three-five mini-case studies (1-page maximum each) based on issues a manager has encountered. Each mini-case will include a keyword(s) that best describes the type of situation(s) or problem(s) the case exemplifies and 2-5 references (articles, book chapters, books) that might give insight into ways to deal with the issue(s). Each bibliographic reference is to be in APA style. The mini-case may be written in narrative or script form (see Montana & Charnov for examples).

Students who aspire to a C in the course should submit 3 mini-cases, written at the Adequate or better level. Students who aspire to a B in the course should submit 4 mini-cases, written at the Strong or better level. Students who aspire to a A in the course should submit 5 mini-cases, written at the Outstanding level.

Email (within the message rather than as an attachment) your 3-5 mini-cases to the instructor at Brown@SouthernCT.edu by Friday of the second week. [In the subject line please enter "565, nickname, mini-cases."] Mini-cases will be loaded to this website with access from STUDENT WORK below. Be sure to use the SCORING OF ASSIGNMENTS as a guide for assessing the quality of drafts before submitting the final mini-cases for scoring and presentation to classmates.

The journal is a non-graded assignment in which the student, a specified intervals, comments on the course. The following entry is requested in week 1:

Write a narrative describing what you expect to gain from this course, your feelings about online versus onground courses, and why you chose to study online during this semester. Be sure to mark the entry with the title "BEGINNING REFLECTIONS - FIRST WEEK OF CLASS".