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Northeastern University College of Professional Studies

Course Syllabus

CMN 6040, CRN 70960: Consumer Behaviors in the Online Environment Fall 2017, 6 weeks, Term B, SEC 1 Date: 10/30 – 12/16

Contact Information

Instructor Name: Ming-Yi Wu, Ph.D. E-mail: m.wu@neu.edu Email is the preferred method of communication.Phone Number: (805) 300-5881. Please email to schedule calls in advance.Office Hours: Virtual.

Students with any questions or concerns should contact the instructor immediately. If the concern is not addressed by theinstructor, please contact Carl Zangerl, Academic Director, College of Professional Studies, c.zangerl@neu.edu

You can access the course at http://nuonline.neu.edu/ by clicking on the course link under the "My Courses" tab.

For computer access, the NEU library can be used 7 days a week: http://www.lib.neu.edu/

Required Textbook (Materials):

Dimofte, C. V., Haugtvedt, C. P., & Yalch, R. F. (2016). Consumer psychology in a social media world. New York, NY: Routledge. ISBN: 978-0-7656-4694-1 – Available at University bookstore

Articles and handouts are posted on the Blackboard.

Software This course contains audio material and in some instances. A headset (headphones plus microphone) will allow you to hear audio. Microsoft Word, Microsoft Excel, Adobe PDF and Microsoft Power Point are used throughout. Students are expected to already be proficient in the use of these programs.

Course Description This course explores important concepts about consumer behaviors in the online environments, including the social media environment and the electronic commerce (e-commerce) environment. Topics covered include consumer engagement with social media, electronic word of mouth (eWOM), branding and advertising issues in social media, methodological perspectives on social media, consumer expectations and online shopping preferences in eCommerce environment, and ethical issues in the social media and e-commerce environments.

Learning Outcomes

Explain online consumer behaviors concepts, such as engagement and electronic word of mouth (eWOM), andthe potential applications of these concepts

Describe the ethical issues in social media and electronic commerce (eCommerce) environments Discuss the branding and advertising issues in social media Identify the measurement and methodological issues of in social media Use concepts learned in this class to analyze consumer behaviors in the online environment cases

Course Methodology In achieving these learning outcomes, this course will give students the opportunity to learn about a range of social media concepts while identifying social media issues and challenges. Through the assignments, case study, readings and videos students will have the opportunity to become fully engaged in the digital era to better understand how these new social media tools can be used as a leader and professional in the working world.

Each week, students are expected to:

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Review the week’s learning objectives Complete all assigned readings and lecture materials Participate in the discussion boards Complete and submit all assignments by due dates

Class Outline In the Course Materials section, there are folders for each week. Each week begins on Monday and ends on Sunday. You are responsible for completing all of the activities for the respective week beginning with weekly readings and lectures. All final discussion posts will be due at the end of the week on Sunday at 11:59 pm, except the last week of class. All assignments should be submitted through Turnitin system before 11:59 pm EST at the due day.

Grading/Evaluation The course will be derived from the following coursework, weighted as follows:

Blackboard Discussions - 30% Individual Consumer Behaviors Research Paper- 35% Group Consumer Behaviors Case Study Presentation – 35%

Discussion Board - 30% of total grade:

The weekly discussion board provides a forum for examining concepts that are covered in each week’s course material. Discussion questions can be found in each week’s discussion folder. Student participation is required in all aspects of the course. Students are expected to critically interpret the weekly assigned reading materials and lectures and be prepared to discuss them in every class session. Students should pay careful attention to the weekly discussion prompts and instructions as well as the grading rubric in this syllabus. Students should carefully balance well thought out posts and active engagement without dominating the discussion board.

Participation/Discussion Board Each week there is an assigned discussion topic. Students are expected to research the topic and to contribute comments in the discussion forums throughout the week. Initial discussion contribution must be posted by Wednesday (Day 3) of that week. Students must also post at least two peer responses by Sunday (Day 7) to meet the minimum discussion requirements. In drafting your responses, please keep the following guidelines in mind:

Be timely in responses. Be brief and to the point. Make sure the answer adds substantially to the discussion. Be collaborative, not combative. Be positive in approaching the subject matter.

Avoid the following responses: Simple “I agree” or “Good point” statements alone. Off-topic postings. Use the “Water Cooler” forum for non-course-related discussion postings or additional

postings. Overly long threads; keep in mind everyone is busy! Anything that could be interpreted as offensive by a fellow classmate. Avoid off-color humor and language; at all times maintain courtesy and respect towards the other members of

the class. Weekly Blackboard Discussion Grading Rubric:

Grading Discussion Board

A/A- (4.5-5 pts) Distinguished/

Have participated more than 3 times during the week and have posted outstanding information.

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Outstanding Lead online discussions Properly answer professor’s follow-up questions Initial contribution posted on or before day 3 Submitted 2 responses to other student posts on or before day

7 Initial post had academic research references Deliver information that shows that thought, insight, and

analysis have taken place Make connections to previous or current content or to real-life

situations Contain new ideas, connections, or applications

B+/B/B- (4-4.4pts) Proficient

Have participated at least 2 times during the week and have posted proficient information.

Posts are made in time for others to read and respond (initial contribution post made on or before day 3)

Deliver information that shows that thought, insight, and analysis have taken place

Make connections to previous or current content or to real-life situations

Contain new ideas, connections, or applications C/D (3-3.9pts) Basic

Have participated at least 1 time during the week and have posted basic information.

May not all be made in time for others to read and respond are generally competent, but the actual information they deliver seems thin and commonplace

Make limited, if any, connections, and those art often cast in the form of vague generalities

Contain few, if any, new ideas or applications; often are a rehashing or summary of other comments

F (2.9 pts or less) Below Expectations

Have participated at least 1 time during the week and have posted information that was below expectations.

May not all be made in time for others to read and respond Are rudimentary and superficial; there is no evidence of insight

or analysis Contribute no new ideas, connections, or applications May be completely off topic

How do you get other students to interact with your posts? By posting to theirs!

Posting something brilliant on Sunday night is too late to generate a discussion. Please post early, post often.

Note. When Blackboard discussion is graded on a weekly basis, the total point for each week is 5 pts.

Written Assignment: There are homework assignments. Every student will be expected to conduct research in the completion of these assignments. Individual written assignments are due on the Friday of the week (Day 5*) at 11:59 PM Eastern Time unless otherwise specified. Final group project is due on Wednesday (Day 3) at 11:59 PM Eastern Time of the last week of the class. Late Submission of Work Each assignment is due on the date indicated. The Blackboard submission site will be closed on time. There will be a 10% deduction if the paper is one day late. There will be a 20% deduction if the paper is two days late. Paper which is more than two days late will not receive any point. There are no make-up dates or extensions for the assignments except for documented personal emergencies or special permission granted by the instructor in writing. Special permission must be requested in writing to the instructor at least two days prior to the due date of the assignment. To do

this, documented evidence must be provided.

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There are two written assignments in this class. Consumer Behaviors in Social Media Research Paper (4-5 pages, double spaced)- 35% of total grade:

You will conduct secondary research in academic journal database and write a literature review paper on consumer behaviors in social media. This assignment requires you to review the literature on social media in electronic database. You have to find at least 3 journal articles which discuss a particular theory or issue about social media. Summarize these three articles and write a critical literature review research paper. This paper should include a cover page, an abstract, part 1, part 2, and part 3. The abstract is a concise (not to exceed 120 words) summary of the study. A good abstract contains the research problem, the research methodology, the major findings, and the implications of the findings. Part 1 is the summary of the journal articles. Part 2 is your discussion section. In this section, you compare the findings of the articles which you summarize in part 1. Here are some questions to ask: 1. Are the findings consistent or contradictory? 2. Do the findings of these studies support the concepts/theories in the textbook? You need to apply concepts from your textbook to write the discussion section. Part 3 is the conclusion section. Please identify current social media research issues. Identify the limitations of the studies which you reviewed, and then provide suggestions for future studies. Please use headings for each part in order to present your work in an organized way.

Your paper must have in-text citations and at least 4 references (your textbook and 3 articles). Some sample topics are:

Organizational Differences (e.g., B2C vs. B2B vs. NP) in Using Social Media as a Marketing tool

Customer Engagement in Social Media

Consumer Decision-Making in Social Media

Culture and Consumers’ Online Shopping Behaviors

Culture and Consumers’ Social Media Usage Behaviors

Customer Relations in the Social Media Environment

Customer Relations in the e-Commerce Environment

Platform Personality

Branding Issues in Social Media (3.g., Brand Community)

Impacts of Social Media Advertising on Consumer Behaviors

Using Social Media as a Customer/Market Research Tool

Analytical and Measurement issues in social media (e.g., Big Data, LIWC)

Ethical Issues for Social Media Marketing

Policy Issues for Social Media Marketing

Electronic Word of Mouth (eWOM)

You may explore other topics which are not listed above. You may refer to your textbook to find a relevant topic. You are expected to cite scholarly sources from scholarly journals.

Group Case Study Presentation (10-12 slides) - 35% of total grade: You will conduct a case study to analyze an organization’s consumer demographics, consumer behaviors in the online environments, and how the organization use social media as a marketing tool. An organization may utilize multiple social platforms, such as LinkedIn, Facebook, Instagram, Google+, YouTube, Twitter, Pinterest, Foursquare, Delicious, Digg. You will complete an in-depth consumer analysis and social media marketing strategy analysis for the organization. You will conduct secondary research by drawing on information from company reports, online resources, or research articles. You may also interview few people who purchase their products online or making donations for the organization online.

Your group will submit the Power Point Presentation in the Blackboard Discussion section and through Turnitin by

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Wednesday, 11:59 pm, EST in week 6.

Your Power Point presentation should include:

A title page

An Executive Summary Slide

Overview of the Organization, including history of the organization, size of the organization, location of the organization, organizational mission, organizational type (e.g., B2C, B2B, NP) Does the organization sell products through multiple channels?

Marketing 4Ps

Consumer/Donor Demographics analysis (e.g., gender, age, income, customer segments) How the organization reach different customer segments?

Consumer/Donor Behaviors in the Online Environment (e.g., What are their consumers’ concerns and decision-making process? Does the organization conduct any kinds of customer research to understand their customers?)

The Organization’s Social Media Marketing Goals and Strategies (e.g., inform, engage, or recruit customers/donors, building online communities, or foster positive eWOM)

SWOT Analysis for this Organization’s Social Media Marketing Strategies

Your Analysis and Evaluations about the Effectiveness of the Organization’s Online Consumer Behaviors Social Media Marketing Strategy (e.g., Does the organization understand their online consumers’ behaviors and meet their needs well?)

Your Suggestions for the Organization

References

Expectations for Group Participation:

To be fair to your peers, please actively participate in the group project. You need to work collaboratively when you work for an organization after graduation. Please document your group communications and works in the Group Discussion Board. By the end of the semester, if your group leader and majority of your group members are complaining about your participation, points (10% of the group project points) will be deducted from your grade for this assignment. If you do not participate at all, your group members can possibly drop you from the group.

Expectations for All Written Assignments (Research Paper and Power Point Deck): Students are expected to critically interpret the text, challenge assumptions, and use data from several sources (beyond the text), and to make their case and support their arguments. The written assignments will be graded based on the following criteria in addition to the fulfillment of requirements:

Properly using terms form textbook and lecture

Writing Skills (spelling, grammar, sentence structure, paragraph structure)

Thoroughness of the Contents

Quality of Analysis and Discussion (Insightful and creative)

Quality of Support

Conformity of APA Style

Creativity and Graphic Design (for Power Point Deck)

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A Paper Excellent No Writing Error, Citing Correctly by following APA style, Thorough, Very Insightful, Very Creative, Properly Using Concepts from textbook and lecture

B Paper Good Citing Correctly by following APA style, Thorough, Insightful, Properly Using Concepts from textbook and lecture

C Paper Average Covering the basic requirements of the assignment, but with significant mistakes in APA style and writing

D Paper Poor Covering the basic requirements of the assignment, but with many significant mistakes in the paper (e.g., many APA errors, writing errors, misinterpretation of important concepts)

F Paper Fail Not covering the basic requirements of the assignment

There must be proper in-text citations and a reference page in all papers. The in-text citation and references must be consistent.

Writing Quality Rubric

Organizational communication is a writing-intensive discipline. Success as a communicator depends in large measure on the ability to craft persuasive messages in a variety of genres. Therefore, students taking courses in the Master’s in

Corporate and Organizational Communication program must demonstrate the ability to write with clarity, coherence, proper grammar and mechanics, and accurate documentation of sources.

Even the most experienced, accomplished writers seek ways to polish their skills. This is why the College of Professional Studies offers students a variety of ways, on-ground at the Boston campus or online with Smart thinking, to seek feedback from writing specialists. We encourage students to take advantage of this feedback on writing assignments on a regular basis.

The Writing Quality Rubric below is used to evaluate writing proficiency in all writing assignments and discussion boards.

Writing Quality Rubric

‘A’-level writing quality.

The writing conveys sophistication and originality in ideas and in approach to the assignments. The writing responds successfully to the assignments and communicates effectively to the intended audience. The reasoning and logic in the papers shows substance and depth. Writing shows a skillful integration of sources to support the writer’s ideas. Writing maintains a clear and consistent focus.

The writing is well organized and the overall organization supports the main focus of each paper. More specifically, each paragraph contains one idea that is developed with details, examples, reasons, or evidence, and each paragraph demonstrates a clear relationship to the next paragraph.

Writing shows an elegant sense of style and a clear command of the grammar, punctuation, and spelling of standard written English; i.e., there are no errors or patterns of errors.

‘B’-level writing quality

The writing conveys originality in ideas and in approach to the assignments. The writing responds adequately to the assignments and communicates to the intended audience. The reasoning and logic in the

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papers is adequate. Writing shows an adequate use of sources to support the writer’s ideas. Writing

maintains a consistent focus.

The writing is generally well organized and the overall organization supports the main focus of each paper. More specifically, most paragraphs contain one idea that is developed with details, examples, reasons, or evidence, and most paragraphs demonstrate a relationship to the next paragraph.

Writing shows an adequate sense of style and a clear command of the grammar, punctuation, and spelling of standard written English; there is no more than one pattern of errors that confuses meaning.

Grade deductions of 1-2 points will be applied.

‘C’-level writing quality

The writing needs to respond more completely and consistently to the assignments or responds incompletely or inconsistently to the assignments. The reasoning in the papers needs depth and substance, or the reasoning in the papers is severely flawed, and contains many unsupported generalizations.

Writing needs to use sources more effectively and thoroughly to support the writer’s ideas, or shows an

ineffective use of sources to support the writer’s ideas. Writing needs a more unified and developed focus, or

fails to develop a focus.

Writing needs to be organized more effectively or is not organized. More specifically, paragraphs contain one or more than one idea that is not developed with details, examples, reasons, or evidence, and there is a lack of transitions from one paragraph to the next.

Lastly, the writing shows little or no command of the style or grammar, punctuation and spelling of standard written English and contains multiple errors and patterns of errors. The patterns of errors confuse meaning.

Grade deductions of 3-10 points will be applied.

NOTE: Instructors in the Master’s in Corporate and Organizational Communication use APA Formatting and Style Guide:

http://owl.english.purdue.edu/owl/resource/560/01/ Academic Integrity Guidelines should be applied in instances of careless or intentional documentation errors and plagiarism.

Documentation Guidelines

The Master’s in Corporate and Organizational Communication program requires the use of APA guidelines for citing sources. Why is proper citation important? It signals that every student is an active and informed participant in the College’s academic community. It enables instructors to understand how sources are used to support perspectives and conclusions. And it forms the basis for ethical communication practices that are expected in a professional career in communications or any other field.

For these reasons, students are responsible for learning how to use proper APA citation methods. To do so, students can review APA guidelines on the Purdue Online Writing Lab website, or make an appointment with the International Tutoring Center or the Writing Center on the Northeastern campus. Students are encouraged to review this excellent interactive tutorial developed by the Harvard Graduate School of Education, with a focus on modules 2, 3, and 4: http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed

Failure to use APA guidelines to document sources will result in grade deductions. For a pattern of careless citation errors, the maximum possible grade a student can earn on that particular assignment (or section of an assignment) is 70% of the total possible points. For instances of plagiarism and other types of violations of academic integrity such as unauthorized collaboration with another student or submitting work from a prior course, the maximum possible grade a student can earn on that particular assignment is 50%, as well as possible referral to the Office of Student Conduct and Conflict Resolution.

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Communication/Submission of Work In the Assignments folder, click on the View/Complete Assignment link to view each assignment. Attach your completed assignments here and click Submit. Once your assignment has been graded, you will be able to view the grade and feedback provided by clicking on Tools, View Grades from the Northeastern University Online Campus tab.

Discussion about Grades

The professor provides comments for all assignments in Turnitin. Students are expected to check the GradeMark comments in Tuenitin. The following link helps you find the GradeMark comments in Turnitin.

https://nuonlinebbsupport.neu.edu/sims/helpcenter/common/layout/SelfhelpArticleView.seam?inst_name=northeastern_bbsupport&article_id=8634-8316-981

There are standard procedures for discussing grades in this class. All disputes must be put in writing first. Students must read the paper, the comments in Turnitin, and the grading criteria carefully and write a paper (1 to 2 pages) in order to discuss the grade. The paper must be given to the professor within one week after you receive your grade. The professor will read the paper and schedule a meeting with the student after reading the paper.

If you did not do well for one assignment, please show your professor positive attitudes. Your professor will help you improve for future assignments.

General Grading Rubric and Grading Scale

A (95-100)

Outstanding, insightful work. Goes beyond requirements of the task to develop a response, which is thoughtful, reflective, considers alternative views and makes connections among ideas and information from different sources or from different aspects of the course. Well researched and documented (if research is part of assignment). Displays creativity and originality.

A- (90-94) Very good work. Purposefully and logically developed. Thoroughly addresses all aspects of the task. Synthesis of details and concepts from various sources or topics shows evidence of sound understanding and thoughtful examination. Research information appropriately cited (if research is part of assignment).

B+ (87-89) Good work. Generally clear, accurate and relevant. Adequately addresses all requirements of the task. Demonstrates understanding of course concepts, with evidence of some thoughtful examination and reflection. Development is generally logical, facts generally correct. Tends to focus on one interpretation.

B (84-86) Satisfactory work. Shows basic understanding of concepts with minimal evidence of reflection or thoughtful analysis. Complies with the basic requirements, relies on limited sources of information, little integration of concepts.

B- (80-83) Minimally satisfactory work. Shows some understanding of concepts with little reflection or analysis. Barely meets basic requirements of assignment.

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C+ (76-79)

C (73-75)

C- (70-72)

Unsatisfactory work. Fails to address the topic in a meaningful way. May be extremely brief, inaccurate, illogical or undeveloped.

Tentative Class Schedule

Week Dates Topic/Readings As Assignments 1 10/30-11/5 Introduction to the Consumer Behaviors in

the Online Environment Read Textbook Chapters 1, 2 Read Professor Wu’s article and other

suggested articles and links

Introduce yourself on Blackboard discussion. Please do it by Wednesday, 11:59 pm EST.

Initial discussion post due by Wednesday 11:59 pm

Follow-up discussion post due by Sunday11:59 pm

2 11/6-11/12 Electronic Word of Mouth Read Textbook Chapters 3, 4, 5 Read suggested articles & links

You will be assigned to small groups by Wednesday. Please check which group you are in. It’s available on Blackboard. Please discuss with your group members to choose a group leader and a topic for final project. Please feel free to utilize the tools in the group setting.

Initial discussion post due by Wednesday 11:59pm

Follow-up discussion post due by Sunday 11:59 pm

Individual Consumer Behaviors Research Paper Due on Friday (11/10), 11:59 pm EST.

3 11/13-11/18

Platform Personality and Branding Issues in Social Media

Read Textbook Chapters 6, 8, 10 Read suggested articles & links

Each group leader will email the professor the organization/case of final project by Wednesday.

Initial discussion post due by Wednesday 11:59pm

Follow-up discussion post due by Sunday 11:59 pm

Begin to work on final group project. 11/19-

11/26 Thanksgiving Week. No class.

4 11/27-12/3 Culture and Consumers’ Behaviors in the Online Environment

Read Professor Wu’s article Read Articles and links posted in the

supplemental materials folder

Initial discussion post due by Wednesday 11:59pm

Follow-up discussion post due by Sunday 11:59 pm

Please work on the final group project. 5 12/4-12/10 Measurement and Interpretation Issues in

Social Media Read Textbook Chapters 12,13,14 Read suggested articles & links

Initial discussion post due by Wednesday, 11:59pm

Follow-up discussion post due by Sunday, 11:59 pm

Please work on the final group project. 6 12/11-

12/16 Ethical Customer Relations in the Online

Environment Read Professor Wu’s article and other

suggested articles and links Read textbook Chapter 15, 16, 17

Initial discussion post due by Wednesday,11:59pm EST

Follow-up discussion post due by Saturday11:59 pm

Group Consumer Behaviors in the Online Environment case study

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presentation due by Wednesday (12/13), 11:59pm EST

Academic Integrity Policy

A commitment to the principles of academic integrity is essential to the mission of Northeastern University. The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge. Academic dishonesty violates the most fundamental values of an intellectual community and undermines the achievements of the entire University.

As members of the academic community, students must become familiar with their rights and responsibilities. In each course, they are responsible for knowing the requirements and restrictions regarding research and writing, examinations of whatever kind, collaborative work, the use of study aids, the appropriateness of assistance, and other issues. Students are responsible for learning the conventions of documentation and acknowledgment of sources in their fields. Northeastern University expects students to complete all examinations, tests, papers, creative projects, and assignments of any kind according to the highest ethical standards, as set forth either explicitly or implicitly in this Code or by the direction of instructors.

The following is a broad overview, but not an all-encompassing definition, of what constitutes a violation of academic integrity.

Cheating: The University defines cheating as using or attempting to use unauthorized materials, information, or study aids in any academic exercise. When completing any academic assignment, a student shall rely on his or her own mastery of the subject.

Examples include, but are not limited to:

Unauthorized use of aids such as but not limited to notes, text, the Internet, cell phones, etc. to complete any academic assignment.

Copying from another student’s academic work.

Unauthorized communication during an examination.

Handing in the same paper for more than one course without explicit permission from the instructor(s).

Intentionally viewing a test before it is administered.

Storing notes in a portable electronic device for use during an examination.

Fabrication: The University defines fabrication as falsification, misrepresentation, or invention of any information, data, or citation in an academic exercise.

Examples include, but are not limited to:

Inventing data, facts, or sources for an academic assignment.

Altering the results of a lab experiment or survey.

Citing a source in a bibliography that was not used.

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Stating an opinion as a scientifically proven fact.

Plagiarism: The University defines plagiarism as using as one’s own the words, ideas, data, code, or other original academic material of another without providing proper citation or attribution. Plagiarism can apply to any assignment, either final or drafted copies, and it can occur either accidentally or deliberately. Claiming that one has “forgotten” to

document ideas or material taken from another source does not exempt one from plagiarizing.

The following sources require citation:

Word-for-word quotations from a source, including another student’s work.

Paraphrasing (using the ideas of others in your own words).

Unusual or controversial facts not widely recognized.

Audio, video, digital, or live exchanges of ideas, dialogue, or information.

Students unclear as to whether or not a source requires citation should speak with their professor.

Unauthorized Collaboration: The University defines unauthorized collaboration as instances when students submit individual academic works that are substantially similar to one another. While several students may have the same source material, any analysis, interpretation, or reporting of data required by an assignment must be each individual’s

independent work unless the instructor has explicitly granted permission for group work.

Examples include, but are not limited to:

Submitting work that closely matches that of another student, even when the work is to be original to the student handing in the assignment.

Sharing a take-home examination, case write-up, lab report, or any other assignment with a peer without express permission from the instructor.

Participation in Academically Dishonest Activities: The University defines participation in academically dishonest activities as any action taken by a student with the intention of gaining an unfair advantage over other students.

Examples include, but are not limited to:

Misrepresenting oneself or one’s circumstances to an instructor.

Stealing an examination.

Purchasing a pre-written paper.

Selling, loaning, or otherwise distributing materials intended for the purpose of cheating, plagiarism, or other academically dishonest acts.

Destroying, altering, stealing, or forging another student’s work, library materials, laboratory materials, academic records, course syllabi, or examination/course grades.

Intentionally missing an examination or assignment deadline to gain an unfair advantage.

Forging information or signatures on official University documents.

Facilitating Academic Dishonesty: The University defines facilitating academic dishonesty as intentionally or knowingly helping or contributing to the violation of any provision of this policy.

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Examples include, but are not limited to:

Doing academic work for another student.

Making available previously used academic work for another individual whointends to resubmit the work for credit.

Obligation to Uphold Academic Integrity: All members of the Northeastern University community have a role in upholding the Academic Integrity Policy. Any member of the community who witnesses a violation of this policy should report it to the appropriate faculty member or the Office of Student Conduct & Conflict Resolution (OSCCR).

College of Professional Studies Policies and Procedures For comprehensive information please see the download the Student Handbook also available on the Student Resources page of the Northeastern University College of Professional Studies website.

End-of-Course Evaluation Surveys Your feedback regarding your educational experience in this class is very important to the College of Professional Studies. Your comments will make a difference in the future planning and presentation of our curriculum.

At the end of this course, please take the time to complete a course evaluation survey. Your survey responses are completely anonymous and confidential. For courses 6 weeks in length or shorter, surveys will be open one week prior to the end of the courses; for courses greater than 6 weeks in length, surveys will be open for two weeks. An email will be sent to your NEU email account when surveys are available.

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MyNEU Technical Support Please contact the University help desk by calling 617-373-HELP (4357) or email help@neu.edu

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This course material is copyrighted and Northeastern University Online reserves all rights. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of Northeastern University Online.

Copyright 2017 © by Northeastern University OnlineAll Rights Reserved

Note. The instructor reserves the right to change and update the syllabus. If there is any change on this

syllabus, students will be notified.

Do a good job and enjoy the class!

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