MAR 3407: Contemporary Selling Integrated Business Program College of Business Administration, University of Central Florida   COURSE SYLLABUS
Instructor:	Dr. Carlos Valdez	Term:	Spring 2016
Office:	UCF West 11-235	Class Meeting Days:	Tuesdays
Phone:	407-582-5619	Class Meeting Hours:	6:00-8:50 PM
E-Mail:	carlos.valdez@ucf.edu	Class Location:	VW11-302
Website:	https://business.ucf.edu/person/carlos-valdez/ https://www.linkedin.com/in/carlosvaldezphd	Office Hours:	Tuesdays  5:00-6:00PM

 I. Course Description

• Welcome to Contemporary Selling, the purpose of this course is to introduce the student to the basic concepts, strategies and tactics of the sales implementation for small and medium size companies in the Business-to-Consumers (B2C) and Business-to-Business (B2B) markets.

II. Course Objectives

• The student will develop a working vocabulary of sales terminology and sales concepts.
• The student will describe the role of sales and the sales process in small and medium size companies for B2C and B2B.
• The student will make decisions based on ethical and legal knowledge.
• The student will identify how the consumer and the companies purchase products.
• The student will identify the characteristics of good sales representative and the opportunities for a career in sales.
• The student will demonstrate critical thinking by conceptualizing different sales strategies.
• The student will demonstrate critical thinking by developing sales tactics in real world scenarios in the B2C and B2B markets.
• The student will plan sales solutions for small and medium size companies in B2C and B2B markets. 

 

III. Specific learning Outcomes for the Course

After successful completion of the course, the student will be able to: 

1. recognize the differences between the sales process for B2C and B2B;

2. analyze the ways consumers and companies purchase products and services;

3. identify the ethical and legal aspects of selling;

4. describe the characteristics of a good sales representative and the opportunities for a   

     career in sales;

5. acquire customers online;

7. acquire customers in person;

8. improve customer relationship trough good customer service;

9. prospect customers in B2B markets;

10. make sales calls;

11. present strong sales presentations and handle objections;

12. close and follow-up with customers.

IV. Course Credits

Three credit hours

 

V. Required Texts and Materials

The weekly materials are video-courses from UCF Lynda.com http://lyndacampus.aa.ucf.edu/ and reading from the Harvard Business Review that you can download from the Business Source Premier database (EBSCO) from the UCF online library website: http://library.ucf.edu/.

 

These are the selection of video-courses and readings:

 

 

WEEK 1: Introduction to the course

 

WEEK 2: Contemporary Selling: The B2C and the B2B sales process

Videos:

1. Sales Fundamentals with Jeff Bloomfield

http://www.lynda.com/Business-Business-Skills-tutorials/Its-all-your-head/193708/372488-4.html

This video cover the following topics:

1. Understanding Sales
2. The Customer Comes First
3. The Power of Your Solution
4. The Power of Your Process

 

2. Aligning Strategy and Sales

https://www.youtube.com/watch?v=kbp-Rytdtr0

 

Optional readings:

1. Cespedes, F. (2014). Putting Sales at the Center of Strategy. Harvard Business Review, 92(10), 23-25.

 

WEEK 3: How consumers buy products

Videos:

1. The Science of Sales with Jeff Bloomfield

http://www.lynda.com/Business-Business-Skills-tutorials/Science-Sales/193711-2.html?srchtrk=index:1%0Alinktypeid:2%0Aq:sales%0Apage:1%0As:relevance%0Asa:true%0Aproducttypeid:2

This video cover the following topics:

1. The Science of Trust
2. The Secrets of the "Buying Brain"
3. The Ultimate Customer-Engagement Model

 

Optional readings:

1. Champniss, G., Wilson, H. N., & Macdonald, E. K. (2015). Why Your Customers’ Social Identities Matter. Harvard Business Review, 93(1/2), 88-96.
2. Tormala, Z. L., & Rucker, D. D. (2015). HOW CERTAINTY TRANSFORMS PERSUASION. Harvard Business Review, 93(9), 96-103.

 

WEEK 4: Ethics and the Sales Representative

1. Daniel Pink on Why ‘To Sell Is Human’ 

http://knowledge.wharton.upenn.edu/article/daniel-pink-on-why-to-sell-is-human/

 

2. Building Self-Confidence with Todd Dewett

http://www.lynda.com/Business-Skills-tutorials/Building-Self-Confidence/148342-2.html

This video covers:

1. Steps in building your confidence

 

3. Personal Branding Basics with Lorrie Thomas Ross

http://www.lynda.com/Business-Skills-tutorials/Our-personal-brand-course/126618/154001-4.html

This video covers:

1. Understanding personal branding
2. Establishing your brand
3. Growing your brand

 

4. Wolf of Wall Street' wants to teach you 'ethical persuasion

http://www.cnbc.com/2014/03/19/wolf-of-wall-street-wants-to-teach-you-ethical-persuasion.html

 

Optional videos:

5. Jeffrey Seglin on Business Ethics

Videos 1, 3, 5 and 6

https://www.youtube.com/playlist?list=PL593C3C7F91AAD969

 

6. Rick Shreve on Business Ethics frameworks

https://www.youtube.com/watch?v=R7sPDHrHj8c

 

Mandatory readings:

1. Aleo, Alberto, and Alessandri, Alice. Sales Ethics : How To Sell Effectively While Doing the Right Thing. New York, NY, USA: Business Expert Press, 2015. ProQuest ebrary. Chapter 2: Key Concepts in Sales Ethics

 

Optional readings:

1. A career in Sales http://www.wsj.com/articles/SB10001424052748704206804575467963984089520
2. Why it’s so hard to fill sales job http://www.wsj.com/articles/why-its-so-hard-to-fill-sales-jobs-1423002730
3. The 10 best and worst paying jobs in sales right now http://www.forbes.com/sites/kathryndill/2015/05/21/the-10-best-and-worst-paying-jobs-in-sales-right-now
4. Adamson, B., Dixon, M., & Toman, N. (2013). DISMANTLING THE SALES MACHINE. Harvard Business Review, 91(11), 102-109.

 

WEEK 5: Course revision 1 and Exam 1

 

WEEK 6: Targeting the right customer

Videos:

1. Building Customer Loyalty with Jill Griffin

http://www.lynda.com/Business-Skills-tutorials/Building-Customer-Loyalty/174468-2.html

This video covers:

1. Identify your best customer
2. Leveraging your best customer
3. Instituting customer loyalty

 

2. Creating Customer Value with Jill Griffin

http://www.lynda.com/Business-Communication-tutorials/Creating-Customer-Value/361205-2.html?srchtrk=index:1%0Alinktypeid:2%0Aq:customer%0Apage:1%0As:relevance%0Asa:true%0Aproducttypeid:2

This video covers:

1. Why value matters
2. Pass the worth it test
3. Do differentiation right

 

Optional readings:

1. Goyal, M., Hancock, M. Q., & Hatami, H. (2012). Selling into Micromarkets. Harvard Business Review, 90(7/8), 78-86.

 

WEEK 7: The Personal Customer Acquisition

Videos:

1. Lead Generation Fundamentals with Dina Shapiro

http://www.lynda.com/Marketing-Lead-Generation-tutorials/Set-goals/374609/431069-4.html

This video covers:

1. Set business goals
2. Entice prospects
3. Convert prospects to qualified leads
4. Transform leads to customers
5. Creative positive purchase experience
6. Exceed customer expectations
7. Create loyal advocates
8. Measure and optimize

 

Optional readings:

2. Simons, R. (2014). CHOOSING THE RIGHT CUSTOMER. Harvard Business Review, 92(3), 48-55.

 

WEEK 8: The Online Customer Acquisition

Videos:

1. Online Marketing Fundamentals with Brad Batesole

http://www.lynda.com/Analytics-tutorials/What-online-marketing/188429/367607-4.html

This video covers:

1. Digital Marketing Strategy
2. Exploring Digital Marketing
3. Starting with the website
4. Foundations of analytics
5. Search Engine Optimization
6. Search and Display Marketing
7. Social Media Marketing
8. Video Marketing
9. Email Marketing
10. Content Marketing
11. Mobile Marketing

 

Optional readings:

1. Giamanco, B., & Gregoire, K. (2012). Tweet Me, Friend Me, Make Me Buy. Harvard Business Review, 90(7/8), 88-93.

 

WEEK 9: Customer Service and improving the relationship

Videos:

1. Customer Service Fundamentals with Jeff Toister

http://www.lynda.com/Business-Skills-tutorials/Customer-Service-Fundamentals/151583-2.html

This video covers:

1. The value of outstanding customer service
2. Building rapport
3. Exceeding expectations
4. Solving problems
5. Measuring your success

 

2. Working with Upset Customers with Jeff Toister

http://www.lynda.com/Business-Business-Skills-tutorials/Getting-most-out-course/191340/416471-4.html

This video covers:

1. Serving angry customers
2. Learning from angry customers
3. Preventing customer anger

 

3. Leading a Customer-Centric Culture with Jeff Toister

http://www.lynda.com/Business-Skills-tutorials/Leading-Customer-Centric-Culture/147473-2.html

This video covers:

1. Cultivating a customer-focused culture

2. Providing clear direction

3. Using mile markers

4. Needing course corrections

 

Optional readings:

1. Avery, J., Fournier, S., & Wittenbraker, J. (2014). Unlock the Mysteries of Your Customer Relationships. Harvard Business Review, 92(7/8), 72-81.

 

WEEK 10: Course revision 2 and Exam 2

 

WEEK 11: Sales Skills

Video:

1. Sales Skills Fundamentals with Christopher Matthew Spencer

http://www.lynda.com/Business-Skills-tutorials/Sales-presentation-essentials/97949/111717-4.html

This video covers:

1. Onboarding in Your First Sales Job
2. Communication Skills in Sales
3. Prospecting and Qualifying
4. Completing the Sales Cycle
5. Measuring and Assessing Your Progress
6. Let's Practice

 

Optional readings:

1. Launching a Business : The First 100 Days. (2013). New York, NY, USA: Business Expert Press. Retrieved from http://www.ebrary.com

Chapter 8: Creating a Sales Process

 

WEEK 12: How to communicate and influence others

Videos:

1. Sales Prospecting with John Jeff Bloomfield

http://www.lynda.com/Business-Skills-tutorials/Sales-Prospecting/415358-2.html

This video covers:

1. The Mindset
2. Preparation
3. Your Process

 

2. Asking Great Sales Questions with John Jeff Bloomfield

http://www.lynda.com/Business-Skills-tutorials/Asking-Great-Sales-Questions/415361-2.html

This video covers:

1. Using Insights to Generate Questions
2. Digging Deeper
3. The Tone

 

3. Influencing Others with John Ullmen

http://www.lynda.com/Business-Skills-tutorials/number-one-mistake-influencers-make-without-even-realizing/148625/170504-4.html

This video covers:

1. What the Best Influencers Do Before They Influence
2. How to Choose the Best Influence Methods for Your Situation
3. How to Make Your Influence Welcomed and Wanted

 

WEEK 13: Strong presentations and good negotiation

Videos:

1. Making Great Sales Presentations by Jeff Bloomfield

http://www.lynda.com/Business-Skills-tutorials/Making-Great-Sales-Presentations/415362-2.html

This video covers:

1. Connecting with he Audience
2. Your Mannerisms
3. Your Appearance
4. Conclusion

 

2. Public Speaking Fundamentals with Laura Bergells

http://www.lynda.com/Business-Skills-tutorials/Public-Speaking-Fundamentals/102701-2.html (Links to an external site.)

This video covers:

1. Preparing Your Speech
2. Warming Up
3. Opening
4. Delivering
5. Closing

 

3. Negotiation Fundamentals with Lisa Gates

http://www.lynda.com/Business-Skills-tutorials/Negotiation-Fundamentals/101504-2.html (Links to an external site.)

This video covers:

1. Preparing for a successful negotiation
2. How to negotiate

 

Optional readings:

1. Schmidt, K., Adamson, B., & Bird, A. (2015). Making the Consensus Sale. Harvard Business Review, 93(3), 106-113.

 

WEEK 14: Social Selling

Videos:

1. The New Era of Social Selling, Mike Derezin, VP of Sales Solutions, LinkedIn

http://www.sellingpower.com/content/video/?mid=847&pageNum=2&catid=32

 

2. Tapping the Power of LinkedIn to Win Sales, Koka Sexton, Social Marketing Manager, LinkedIn

http://www.sellingpower.com/content/video/?mid=731&pageNum=1&catid=25

 

3. Social Selling with LinkedIn with Jamie Shanks

http://www.lynda.com/LinkedIn-tutorials/Understanding-social-selling/168240/182785-4.html

This video covers:

1. Understanding social selling
2. Improving Your Social Media Profiles
3. Establishing a Social Selling Routine

 

4. Up and Running with LinkedIn Sales Navigator with Brad Batesole

http://www.lynda.com/LinkedIn-tutorials/Up-Running-LinkedIn-Sales-Navigator/421231-2.html

This video covers:

1. Setting Up Sales Navigator
2. Finding New Prospects and Accounts
3. Managing Your Accounts
4. Gaining Insights with Sales Updates
5. Viewing Member Profiles
6. Viewing Account Detail Pages
7. Using InMail Messages

 

Optional readings:

1. Kawasaki, G. (2015). Managing Yourself The Art of Evangelism. Harvard Business Review, 93(5), 108-111.

 

WEEK 15: Course revision 3 and Exam 3

 

WEEK 16: Final Exam

 

VI. Course Grades

At the end of the semester, each student enrolled in this class will be assigned, as earned, one of the following grades: A, B, C, D, F, I, W, WP, or WF. Plus and minus grades (e.g., A- and B+) will not be assigned. Letter grades will be assigned based on the student’s weighted average performance [total number of points earned] on the following graded work:

 

                Work                                                                                               Weight [Points]     

                 1 Pre-test                                                                                       .25 % [2.5 points]

                1 Post-test                                                                                       1 % [10 points]

                4 Individual Assignments (Double Journal)                                     5% [50 points]

                4 Individual Assignments (How you do it?)                                      5% [50 points]

                4 Individual Assignments (Find the company)                                 5% [50 points]

                11 Quizzes                                                                                      11% [110 points]

                3 Group in-class activities (Double Journal)                                    3% [30 points]

                4 Group in-class activities (How you do it?)                                    4% [40 points]

                4 Group in-class activities (Find the company)                               4% [40 points]

                11 Group in-class cases                                                                  22% [220 points]

                12 Group Chalk talk exercises                                                         6% [60 points]

                 3 Exams                                                                                         15% [150 points]

                1 Final exam                                                                                    17% [170 points]

                 3 Co-evaluations                                                                             3% [30 points]

                Total points                                                                                      100% (1000 points)

 

Grading standards are as follows:

 

                Grade                                         Performance

                A                                                 90% or higher [900 or more points]

                B                                                 80% or higher [800 or more points] but below an A grade

                C                                                 70% or higher [700 or more points] but below a B grade

                D                                                 65% or higher [65 or more points] but below a C grade

                F                                                  below a D grade

 

General Grade Policies

• Grades are non-negotiable and cannot be discussed over e-mail or the phone due to privacy concerns. If you have a legitimate inquiry about your grade, contact the instructor via e-mail to schedule a meeting.  
• Assignment grades returned during the semester are unofficial and are subject to change based on additional input such as turnitin.com review and peer evaluation scores, among other considerations.
• Any requests for grade clarification for any graded course component must be communicated to the instructor within two weeks from the date the grade was released.
• A student's final course grade may be rounded up if it is within 0.5% of a higher letter grade.  Rounding up may be considered only if the student has received perfect peer evaluation from his/her team, has a perfect attendance record, and completed all course assignments by their scheduled deadlines.
• Grades of “W’, “WP”, “WF”, and “I” will be assigned in accordance with university policy.
• In cases of academic misconduct, a “Z” grade will be assigned to the student. Refer to the Professionalism section in this syllabus and the UCF Creed for more information on academic misconduct.
• As a graduation requirement, IB majors must earn a grade of “C” or better in all required IB courses.

 

Description of Grades

Please refer to the following guidelines to understand how your instructor will be evaluating your work:

 

“A” The student’s work is unusually excellent and superior to the work of others.  In addition to meeting all requirements for the assignment, the work contains innovative and creative ideas not found in other students’ efforts.  The work demonstrates that the student has done extensive research, included numerous concepts from the text or course, and has invested a tremendous amount of time and effort into the work.  There are no structural or grammar errors; the writing or presentation skills are exemplary.

 

“B” The work is very good.  In addition to meeting all requirements for the assignment, the work contains well thought out ideas and the student has applied many concepts from the text or course.  The work clearly demonstrates the student has done obvious research and has invested thought and effort in the paper.  The content is nicely structured and grammatically well done.

 

“C” The work is good.  It meets all the requirements for the assignment and has applied a few concepts from the text and course.  The student has probably done basic research even though it is not very obvious.  There appears to be a minimum of effort extended to produce the work.   The work may have some structural and grammar problems but it is still possible to follow the content without difficulty. 

 

“D” The work is below expectations.  While it may or may not meet all the basic requirements for the assignment, there is no obvious evidence of any research or effort.  Concepts from the text or course are either not obvious or are used incorrectly.  Grammar mistakes are so prevalent that it is difficult to follow the content. 

 

 “F” The work does not meet the basic requirements for the assignment, or was not turned in at all.

 

Late Work Policy:

There are no make-ups for in-class activities, individual assignments, quizzes, exams, or the final exam for unjustified absences. Assignments turned in late will be assessed a penalty: a half-letter grade if it is one day late, or a full-letter grade for 2-7 days late. Assignments will not be accepted if overdue by more than seven days.

 

VII. Attendance Weekly Classes

 

UCF Undergraduate Catalog Attendance and Religious Observances Policy: 

Under University policy, students are not authorized to attend class unless they are on the class roll, or have been approved to audit and have paid audit fees. Students are responsible for satisfying the entire range of academic objectives as defined by the course instructor and ensuring that their class work and attendance are satisfactory. Students should understand that attendance policies and procedures vary among instructors and academic units, and they must observe any special attendance regulations stipulated by their college, school, department, program, or instructor. Reasons for acceptable absences may include illness, serious family emergencies, special curricular requirements (e.g., judging trips, field trips, professional conferences), military obligations, severe weather conditions, and religious holidays.

Students also should be excused for participation in official University-sponsored activities, such as music performances, athletic competition, or debate. Students chosen for such events, including intercollegiate athletics, band, choir, and academically related programs, shall be listed on a “Program Verification” form. Program Directors shall provide each student with a copy of this form. It is the student’s responsibility to present a copy of this form to the faculty member(s) responsible for the class from which the student will be absent. This verification is to be provided prior to the class period whenever possible and no later than the first class following the event. A copy of the form listing students selected to represent the University and signed by the Program Director shall be filed with the Office of Student Rights and Responsibilities (FC 155). If further verification is needed, contact the Office of Student Rights and Responsibilities (FC 142; 407-823-6960) or, for athletic events only, Academic Services for Student-Athletes, Wayne Densch Sports Center, 103A; 407-823-5896.

Absences from classes for court-imposed legal obligations (e.g., jury duty and subpoenas) must be excused. The student may offer other sound reasons. When absences threaten a student’s satisfactory completion of a course, the instructor may report the absence to the appropriate Dean of the student’s college/school and may choose to call upon the college/school office to request additional information and insight into the significance of or reason for the absences.

It is the practice of the University of Central Florida to reasonably accommodate the religious observances, practices, and beliefs of individuals in regard to admissions, class attendance, and the scheduling of examinations and work assignments. A student who desires to observe a religious holy day of his or her religious faith must notify all of his/her instructors at the beginning of the term to be excused from classes to observe the religious holy day. The student will be held responsible for any material covered during the excused absence, but will be permitted a reasonable amount of time to complete any work missed. Where practicable, major examinations, major assignments, and University ceremonies will not be scheduled on a major religious holy day. Students who are absent from academic or social activities because of religious observances will not be penalized. A student who believes that he/she has been unreasonably denied an educational benefit due to his/her religious belief or practices may seek redress in accordance with the Student Grievance Procedure, as listed in The Golden Rule.

In this course attendance is taken beginning the first day class meets. In the business world you are expected to go to work every day. This class is no different. Students are expected to arrive on time for each scheduled class meeting during the semester and to remain for the full class period. Attendance may be taken at any time during any class meeting; failure to be present for any roll call will result in the student being marked as absent for the class. A student who signs in for a class when not physically present or assists another student in signing in for a class at which they are not present has violated class and University policies and is subject to the penalties described in the student conduct portion of the class syllabus. Students are responsible for tracking their own attendance. The table below provides the grade penalties (reduction in course average) for unexcused absences:

# of Unexcused Absences Weekly Meetings	# of Unexcused Absences Biweekly Meetings	Academic Penalty
0-1	0-2	No penalty
2	3-4	5%
3	5-6	10%
4	7-8	15%
5	9-10	20%
6	11-12	25%
7	13-14	30%
8	15-16	35%
9 or more	17 or more	Fail Course

 

To ensure that an absence is excused in this course, students should do the following:

• Inform the instructor by e-mail as soon as you become aware of the absence(s).  If this is an event that you are aware of at the beginning of the semester, inform the instructor within the first two weeks of class.  Verbal communication will not be considered official.  In your e-mail, provide the following information:
  • Your name
  • The course and section number
  • An explicit request for the excused absence(s) showing the exact date(s) of the missed meeting(s)

• Provide relevant verification in the form of email attachments of scanned documents.  Such documents are ideally included in the e-mail in which you request the excused absence(s), but may also be provided in a follow-up e-mail no later than the first class following the absence(s). You are responsible for determining the documents that support your request.

• The instructor will then review your request and submitted documents. When an absence is deemed to be excused, the student will be required to submit the make-up assignment defined by the instructor. The absence(s) will not be deemed excused until the make-up is received by the instructor. When an absence is deemed to be unexcused, the student will receive a grade of 0 for any in-class work that is missed, and that absence will be considered unexcused for final grading purposes. Please note that absences from class do not excuse the student from meeting out-of-class assignment, quiz and test due dates.

 

VIII.     Course Policies: Technology and Media

Email:

In this class our official mode of communication is through email located inside Webcourses. All communication between student and instructor and between student and student should be respectful and professional. It is the student's responsibility to check the "coursemail" tool frequently. You may also wish to create a Knight's Email account at www.knightsemail.ucf.edu for separate official communication from the university.

 

Web-courses:

Webcourses is an online course management system (accessed through my.ucf.edu and then the "Online Course Tools" tab) which will be used as a medium for turning in assignments and a forum for communicating with your teammates. Under the "Discussion" section, you will have a designated forum section. My recommendation is to check Webcourses every 2-3 days for updates from your teammates or myself.

 

Phones:

Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.

 

Laptop Usage:

The use of laptops is permitted during class time only when the instructor required for an in class activity. The use of laptop is prohibited during class time for other type of activities not related with the class.

 

IX. IB students professional behavior

All IB students are expected to follow the UCF creed:

 

UCF Creed:

Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions.

 

Integrity: I will practice and defend academic and personal honesty.

Scholarship: I will cherish and honor learning as a fundamental purpose of my membership in the UCF community.

Community: I will promote an open and supportive campus environment by respecting the rights and contributions of every individual.

Creativity: I will use my talents to enrich the human experience.

Excellence: I will strive toward the highest standards of performance in any endeavor I undertake.

 

Ethics:

As reflected in the UCF creed, integrity and scholarship are core values that should guide our conduct and decisions as members of the IB program. Plagiarism and cheating contradict these values, and so are very serious academic offenses. Penalties can include a failing grade in an assignment or in the course, or suspension or expulsion from the university. Students are expected to familiarize themselves with and follow the University’s Rules of Conduct (see http://www.osc.sdes.ucf.edu/).

 

Academic Conduct Policy:

Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult The Golden Rule, the University of Central Florida's Student Handbook (http://www.goldenrule.sdes.ucf.edu/) for further details. As in all University courses, The Golden Rule Rules of Conduct will be applied. Violations of these rules will result in a record of the infraction being placed in your file and receiving a zero on the work in question AT A MINIMUM. At the instructor’s discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University.

 

Responses to Academic Dishonesty, Plagiarism, or Cheating:

UCF faculty members have a responsibility for your education and the value of a UCF degree, and so seek to prevent unethical behavior and when necessary respond to infringements of academic integrity. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university, and/or a "Z Designation" on a student's official transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more information about the Z Designation, see http://z.ucf.edu/. 

 

Diversity and Inclusion:

In order to learn, we must be open to the views of people different from ourselves. Each and every voice in the classroom is important and brings with it a wealth of experiences, values and beliefs. In this time we share together over the semester, please honor the uniqueness of your fellow classmates, and appreciate the opportunity we have to learn from each other. Please respect your fellow students' opinions and refrain from personal attacks or demeaning comments of any kind.

 

Learning Teams:

This course relies heavily on teamwork and cooperation throughout the semester. Early on in the semester, you will be assigned into groups of four at random and will be asked to accomplish various tasks in a group effort. Since your final grade is mostly composed of grades on various team projects, teamwork skills are essential for this class. If you are having difficulties with working in groups, please feel free to discuss this with me and whether this course is ideal for you.

 

 X. Writing

University Writing Center:

The University Writing Center (UWC) is a free resource for UCF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC website at http://www.uwc.ucf.edu, stop by MOD 608, or call 407.823.2197.

 

XI. UCF Cares

During your UCF career, you may experience challenges including struggles with academics, finances, or your personal well-being. UCF has a multitude of resources available to all students. Please visit UCFCares.com if you are seeking resources and support, or if you are worried about a friend or classmate. Free services and information are included for a variety of student concerns, including but not limited to alcohol use, bias incidents, mental health concerns, and financial challenges. You can also e-mail ucfcares@ucf.edu with questions or for additional assistance. You can reach a UCF Cares staff member between 8 a.m. and 5 p.m. by calling 407-823-5607. If you are in immediate distress, please call Counseling and Psychological Services to speak directly with a counselor 24/7 at 407-823-2811, or please call 911.

 

XII. Deployed Active Duty Military Students

If you are a deployed active duty military student and feel that you may need a special accommodation due to that unique status, please contact your instructor to discuss your circumstances.

 

XIII. Disability Access:

The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students who need accommodations must be registered with Student Disability Services, Ferrell Commons Room 185, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor.

 

XIV. Religious Observances

Students are expected to notify their instructor at the beginning of the semester (the first week of classes) if they intend to miss class to observe a holy day of their religious faith. For a current schedule of major religious holidays, see the Faculty Center’s main web page under “Calendars,” and for additional information, contact the Office of Diversity Initiatives at 407-823-6479.