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BUAD 302 – Communication Strategy in Business – 4 Units
Fall 2017
Professor: Lindsey M. Bier, Ph.D.
Office: ACC 400 C
Office Phone: 213/740-2803 Cell Phone/Text: 323/381-3654
E-mail: [email protected] (email is an excellent way to reach me)
Class T/Th (JFF 327): 10-11:50 a.m. (section 14675), 12-1:50 p.m. (14679), and 4-5:50 p.m. (14687)
Office Hours T/Th: 2:30-3:30 p.m. and by appointment (In-Person/Skype/FaceTime/Google Hangouts)
COURSE DESCRIPTION
You are working in a complex world characterized by growth in access to and quantity of information—and
your professional life will revolve around how you generate, organize, evaluate, and manage the communication
of this information. Today’s business professionals often attribute their success to their ability to write well, to
speak dynamically, and to cultivate business relationships through strong interpersonal communication skills.
Armed with astute communication strategies, business professionals can effectively exercise influence—an
essential management skill—and produce desired results.
Whether making a presentation, creating and executing an integrated persuasive appeal, or engaging in team
problem solving—you should be able to convey ideas and feelings to your audience clearly, accurately, and
persuasively. This course will sharpen your existing skills as a strategic thinker, writer, and speaker and will
employ those skills to realize an actionable understanding of strategic communication.
This course emphasizes experiential learning: You will apply managerial communication concepts and
theoretical frameworks to activities mirroring real-world business challenges. You will improve your command
of practical strategies for creating and disseminating written and visual messages, hone your verbal and
nonverbal presentation skills, and engage in teamwork and contribute as a leader and team member.
At the end of this course, you will be a more articulate and influential business communicator. You will
understand the theories that support the strategies you learn so you can successfully manage various types of
new communication challenges.
GLOBAL LEARNING OBJECTIVES
1. Business Communication Strategy—Theory
Demonstrate an understanding of the elements of business communication theory, particularly those
applicable to written communication, oral presentations, and interpersonal exchanges.
2. Business Communication Strategy—Application
Apply communication theory to develop business communication strategies, including evaluation of
purpose, audience, context, and channel choice, in a wide range of business contexts.
Demonstrate the ability to analyze, compare and critique these strategies, and effectively
communicate this assessment.
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DETAILED LEARNING OBJECTIVES
BUAD 302 is designed for you to acquire the following knowledge and skills in business communication:
1. Identify and discuss communication theories, models, and principles that affect business communication
across diverse industries and fields in a global landscape by analyzing specific communication
behaviors, strategies, and goals through case studies and group discussions.
2. Apply communication theories and principles to achieve communication goals by evaluating the
purpose of your message, conducting audience analysis, and selecting the appropriate communication
channel to construct successfully and deliver presentations individually and as part of a team in various
business contexts.
3. Utilize critical thinking skills to develop and implement communication strategies across diverse
business environments by analyzing, comparing, and evaluating the effectiveness of these strategies via
scenario-based simulations and exercises.
4. Develop an understanding and awareness of ethical principles and intercultural and diversity factors that
impact the communication process as business leaders, managers, colleagues and employees by
analyzing and explaining ethical challenges and incidents in their cultural and organizational contexts.
5. Acquire and apply an understanding of small group communication dynamics, including learning to
evaluate and articulate obstacles that affect effective team communication and developing collaborative
deliverables.
While business communication mastery often takes years and always takes dedication, this course will provide
you with a comprehensive understanding of the basic strategies and processes of business communication.
Moreover, this course will help you appreciate your communication strengths and challenges and will give you
increased confidence in your communication decisions and in the execution of those decisions.
REQUIRED MATERIALS
Required readings include the textbook cited below as well as materials noted in the course calendar and/or
presented in class and/or distributed via Blackboard.
Cardon, Peter W. Business Communication: Developing Leaders for a Networked World (Third Edition).
The textbook is available in the USC Bookstore and online. You may use a print copy or an online version of the
textbook. We will not use the Connect Plus features.
In addition to required readings, you must have access to a computer, basic computer software (Adobe Acrobat
Reader, Microsoft Word, Microsoft PowerPoint, etc.), the internet, and Blackboard.
Finally, you must bring a 3x5 index card with you to every class meeting. You will use this card to track your
in-class contributions. I will collect one card from each student at the conclusion of every class.
COURSE ASSUMPTIONS
I assume an ability to perform basic research as part of this course. I expect you to participate enthusiastically
and actively and to take responsibility for your learning. Whether writing or speaking, you should be able to
connect with your audience and to convey ideas and message points in an accurate, complete, and convincing
way. You will develop communication skills through practice, so class time will often be devoted to exercises
that are applicable to the real-world challenges you will face in your professional life.
My goal is to help you become a more professional business communicator. If you prepare for and attend all
class meetings, contribute actively in exercises and discussions, and complete all assignments conscientiously,
you will improve your skill level. By the end of this course, you will be able to organize and present clear ideas,
develop convincing arguments, apply communication strategies to a variety of professional situations, work
effectively in a team of people, and incorporate media to enhance your message.
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POINTS OF INTEREST FOR DELIVERABLES
You should use the spell-checking and grammar-checking features built into Microsoft Office, etc. for
any written deliverables.
For presentations, use charts, video, sound, and external links if they enhance rather than detract from
communicating your message.
If you have difficulties with writing mechanics, help exists at the USC Writing Center located on the
third floor of Taper Hall. You may schedule 30-minute appointments with writing consultants trained to
assist you in planning, organizing, and revising your assignments. Some consultants are graduate
business students in the Marshall School of Business. Others have special skills in working with
students for whom English is a second language. The Writing Center also offers workshops on
troublesome language and grammar issues and makes available a number of handouts on an array of
grammar and usage points: https://dornsife.usc.edu/writingcenter/.
Non-native writers and speakers of English may want to investigate the help available to them through
USC’s American Language Institute: http://dornsife.usc.edu/ali.
GRADING POLICIES
Assignment Points Grade %
Individual Presentation 1 (Informative) 100 10
Individual Presentation 2 (Persuasive) 200 20
Team Presentation 3 (Persuasive) 200 20
Resume/Cover Letter 50 5
International/Intercultural Report 50 5
Quizzes (5 @ 20 points each) 100 10
Final Exam 150 15
In-Class Contribution 150 15
TOTAL 1,000 100
These assignments are described in more detail below.
Oral Presentations – 500 points
You will complete three significant graded presentations—two individual presentations and one team
presentation. Team presentations will consist of both an individual grade and a group grade and may include a
written deliverable of peer feedback.
Individual Informative Presentation – 100 points
Individual Persuasive Presentation – 200 points
Team Persuasive Presentation – 200 points
Individual presentations will be delivered in the Fertitta Hall (JFF) Electronic Learning Center, Rooms A – F.
You will be assigned randomly to rooms and present to 4-5 of your classmates. All presentations will be
recorded and made available to you to view after the presentations.
Team presentations will be delivered and recorded in the classroom. Recordings will be available to you to view
after the presentations.
Grades for individual student contributions to the team presentation are based on my observations of the team’s
working dynamics and my assessment of the team’s presentation quality. Grades for team presentations will be
primarily uniform for all team members with the collective deliverable of all individual parts evaluated as an
integrated whole. I may deduct points, however, from individual team members if they were not full participants
in the final team deliverable.
Written Communication – 100 points
You will complete two written deliverables that will require your attention outside of class.
Resume/Cover Letter – 50 points
International/Intercultural Report – 50 points
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Further, you will complete in-class written assignments varying in length and format to apply various business
communication techniques.
Quizzes – 100 points
There will be six unannounced in-class quizzes throughout the semester.
Quizzes will be based on assigned textbook readings, articles, lectures, and in-class discussions.
Each quiz will be worth 20 points. I will drop your lowest quiz score at the end of the semester, so that only
your top five quiz grades count in your overall course grade. If you miss a class meeting or the beginning of
class on a quiz date, you forfeit the points for that quiz.
Final Exam – 150 points The final exam is a required component of this course and will be based on all of the course content. I will
provide a thorough and detailed comprehensive review prior to the exam.
In-Class Contribution – 150 points
You should contribute to discussion and activities in every class meeting. I expect you to arrive prepared to
begin work at the time class is schedule and to maintain a professional tone both during class and in
correspondence with me and other students. Questions and comments during class are encouraged and expected.
You do not receive credit for simply attending class meetings. You must contribute and engage by leading
discussion, asking and answering questions, applying real-world examples to course concepts, etc. You
will submit a 3x5 index card at the conclusion of every class to track your in-class contributions.
Choose absences wisely. I expect you to attend class except under extenuating circumstances.
Presentations and exercises in the Experiential Learning Center are nonnegotiable. Please ensure you do
not miss class on these dates: 9/12/17, 9/26/17, 10/10/17, 10/31/17, and 11/14/17.
Professionals make arrangements when they have to miss work. Thus, if you will miss class for a
university-sponsored event or religious holiday, please email me in advance. You must take steps to
complete the work you will miss before you miss class.
If you miss class because of an illness or emergency, communicate with me and provide documentation as
soon as possible. At my discretion, you may be allowed to complete missed work by the next class
meeting.
Multiple unexcused absences, even when accompanied by conscientious notification, may be viewed as
unprofessional behavior and negatively affect your in-class contribution grade.
If you miss class, you will NOT have the opportunity to complete missed in-class activities and quizzes.
If you miss class, you will lack information to fulfill the course requirements. It is your responsibility to
ask a classmate for notes. Do not ask me if you missed anything important.
If you are absent four or more times by Week 3, I will ask you to withdraw from the course. These
policies maintain professionalism and ensure a system that is fair to all students.
I want you to do your best in this class and to learn as much as possible. If you have concerns about your
performance in this class, please talk with me as soon as possible. In class as in life, it is more professional
to communicate concerns and problems in advance (when possible) than to make excuses later.
Technology Use in Class
Computers, laptops, tablets, and cell phones must be off during class time except when I direct you to use such
devices to complete a course assignment. Using electronic devices during class will affect your in-class
contribution grade.
Assignment Protocol
You will receive a rubric for each significant assignment throughout the course.
Your grade will reflect your ability to produce deliverables according to the professional business
communication standards learned in class. Adherence to deadlines will affect your grade. The content,
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organization, professional appearance and overall effectiveness of your deliverables will affect your grade.
Accuracy, spelling, grammar, and style will affect your grade.
In business, you are expected to complete projects on time.
Printed copies of assignments are due at the beginning of the class period on the date assigned unless
specified otherwise.
Late assignments, even if only by a few minutes, will receive one grade lower as a starting point (e.g. from
a B to a C).
Late assignments must be turned in within one week of the original due date or will receive an F grade.
If you are unable to attend class on the day an assignment is due, email it by the beginning of class time.
Because proofreading and editing are key to effective business communication, points will be deducted for
every typo and significant grammar, spelling, and punctuation error, including but not limited to the
following: factual errors and misuse of proper nouns, subject-verb and subject-pronoun disagreement, incorrect
word choice (e.g. loose instead of lose, you’re instead of your, it’s instead of its), and punctuation errors such as
run-on sentences and incorrect comma usage.
Where a bibliography, reference notes, or other stylistic requirements are necessary, conform the information to
APA style guidelines.
Each of the assignments you submit should be your original work. Plagiarism may result in a 0 for the
assignment as well as an F for the course.
Review of Grades If you believe an error has occurred in grading, you may, after 24 hours but within one week of the date the
assignment is returned, request—using a memo—that I reevaluate the assignment. If necessary, I will clarify my
commentary on returned assignments. Any reference and discussion of grades (written or otherwise) must be
initiated by you with a memo and conducted with diplomacy and thoughtfulness.
If you are requesting a grade review, the original assignment or presentation evaluation form should be attached
to your memo. The memo should fully and carefully explain your rationale for requesting reevaluation. “I
worked hard and put in a lot of time” and “I don’t understand why I received this grade” are neither full nor
careful explanations. Remember the reevaluation process can result in three types of grade adjustments:
positive, none, and negative.
GRADING DETAILS
Grade GPA Range/Percentage
A 3.72 - 4.00 95 – 100%
A- 3.44 – 3.71 91 – 94.99%
B+ 3.16 - 3.44 87 – 90.99%
B 2.88 – 3.15 84 – 86.99%
B- 2.60 – 2.87 80 – 83.99%
C+ 2.32 – 2.60 77 – 79.99%
C 2.04 – 2.31 74 – 76.99%
C- 1.76 – 2.03 70 – 73.99%
D+ 1.48 – 1.75 67 – 69.99%
D 1.20 – 1.47 64 – 66.99%
D- 0.92 – 1.19 60 – 63.99%
F 0.00 – 0.91 0 – 59.99%
Course grades are final and are not rounded up. Grade averages are typically in the B range for this course.
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UNIVERSITY ADD/DROP PROCESS
Marshall undergraduate courses are generally open enrollment through the first week of the semester. Students
can add these courses using online registration so long as there is a seat available. This policy minimizes the
complexity of the registration process for students by standardizing across classes.
Faculty cannot add to students to a course that is full, and there are no wait lists for Marshall undergraduate
courses. Contact the Office of Undergraduate Advising if you would like to add your name to an interest list for
classes that are currently full ([email protected]). Marshall instructors may drop any student
who, without prior consent, does not attend the first two class sessions (Week 1). Instructors are not required to
notify the student s/he is being dropped. Please note: If you decide to drop, or if you choose not to attend the
first two sessions and are dropped, you risk being not being able to add to another section this semester, since
they might reach capacity. You can only add a class after the first week of classes if there is enrollment space
and you receive approval from the instructor.
ACADEMIC CONDUCT Plagiarism—presenting someone else’s ideas as your own, either verbatim or recast in your own words—is a
serious academic offense with serious consequences. Please familiarize yourself with the discussion of
plagiarism in SCampus in Part B, Section 11, “Behavior Violating University
Standards”: https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally
unacceptable. See additional information in SCampus and university policies on scientific
misconduct: http://policy.usc.edu/scientific-misconduct.
SUPPORT SYSTEMS Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call
Free and confidential mental health treatment for students, including short-term psychotherapy, group
counseling, stress fitness workshops, and crisis intervention. https://engemannshc.usc.edu/counseling/
National Suicide Prevention Lifeline - 1-800-273-8255
Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day,
7 days a week. http://www.suicidepreventionlifeline.org
Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender-based
harm. https://engemannshc.usc.edu/rsvp/
Sexual Assault Resource Center
For more information about how to get help or help a survivor, rights, reporting options, and additional
resources, visit the website: http://sarc.usc.edu/
Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086
Works with faculty, staff, visitors, applicants, and students around issues of protected
class. https://equity.usc.edu/
Bias Assessment Response and Support
Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation
and response. https://studentaffairs.usc.edu/bias-assessment-response-support/
Student Support & Advocacy – (213) 821-4710
Assists students and families in resolving complex issues adversely affecting their success as a student (i.e.
personal, financial, and academic). https://studentaffairs.usc.edu/ssa/
Diversity at USC – https://diversity.usc.edu/
Tabs for Events, Programs and Training, Task Force (including representatives for each school), Chronology,
Participate, Resources for Students
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STUDENTS WITH DISABILITIES
USC is committed to making reasonable accommodations to assist individuals with disabilities in reaching their
academic potential. If you have a disability that may impact your performance, attendance, or grades in this
course and require accommodations, you must first register with the Office of Disability Services and Programs
(www.usc.edu/disability). DSP provides certification for students with disabilities and helps arrange the relevant
accommodations. Any student requesting academic accommodations based on a disability is required to register
with Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester
as possible. DSP is located in GFS (Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5 p.m., Monday
through Friday. The phone number for DSP is (213) 740-0776. Email: [email protected].
EMERGENCY PREPAREDNESS/COURSE CONTINUITY
In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information web site
(http://emergency.usc.edu/) will provide safety and other information, including electronic means by which
instructors will conduct class using a combination of USC’s Blackboard learning management system
(blackboard.usc.edu), teleconferencing, and other technologies.
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BUAD 302 – Communication Strategy in Business
COURSE SCHEDULE
Note: Schedule is subject to change per the professor’s discretion
Date Topic Readings/Assignments
Due at the Start of Class
Course Learning
Objectives Week 1
T 8/22/17 –Course Syllabus and Overview
–Establishing Semester Goals
1, 2
Th 8/24/17
–Communication and Career Development:
Overcoming Speaking Anxiety
–Basics of Communication Theory and Strategy
Syllabus Contract Due 1, 2, 3
Week 2
T 8/29/17
–Communication Theory and Strategy, Continued
–Establishing Credibility
–Interpersonal Communication and Emotional
Intelligence
CH 1 & 2
Fast Company Article: 4/3/17
“Want to be happier and
more successful…?”
1, 2, 3
Th 8/31/17 –Planning Presentations CH 14
1, 2, 3, 4, 5
Week 3 – Sept. 8 is the last day to drop/add
T 9/5/17
–Delivering Presentations
–Effective Presentation Skills: Verbal and
Nonverbal Communication
CH 15
Informative Presentation
Outline Due
1, 2, 3, 4, 5
Th 9/7/17 –Preparing for the Informative Presentation
***10 a.m. – 6 p.m. Thursday and 12 – 3 p.m.
Friday office hours to discuss the informative
presentation
1, 2, 3, 4, 5
Week 4
T 9/12/17
INDIVIDUAL PRESENTATION (INFORMATIVE) IN JFF ELC
1, 2, 3, 4, 5
Th 9/14/17 –Communication and Career Development:
Resumes and Cover Letters
CH 16 (pages 472-497)
1, 2, 3 ,5
Week 5
T 9/19/17
–Communication and Career Development:
Interviewing Skills
CH 16 (pages 498-509)
1, 2, 3 ,5
Th 9/21/17 –Personalities and Workplace Communication
Resume/Cover Letter Due
1, 2, 3, 4
Week 6
T 9/26/17
SDI ACTIVITY IN JFF ELC
1, 2, 3, 4
Th 9/28/17
–Understanding Persuasive Techniques
–The Power of a Story
CH 10
Inc. Article: February 2014
“How to tell your company’s
story”
HBR Article: December 2007
“Four truths of the
storyteller”
1, 2, 3, 4
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Week 7
T 10/3/17
–Motivation and Audience Analysis
–Monroe’s Motivated Sequence
CH 14 & 15 Review
Persuasive Presentation
Outline Due
1, 2, 3, 4
Th 10/5/17
–Ethics in Persuasion
–Preparing for the Persuasive Presentation
NPR Article: 8/24/16
“Corporate ethics in the era
of millennials”
Forbes Article: 4/14/17
“Millennials and quality…”
1, 2, 3, 4
Week 8
T 10/10/17
INDIVIDUAL PRESENTATION (PERSUASIVE) IN JFF ELC
1, 2, 3, 4, 5
Th 10/12/17
–Communication and Career Development:
Effective Emails and Other Traditional Business
Correspondence
–Social Media for Business Communication
CH 7 & 8
1, 2, 3, 4
Week 9
T 10/17/17
–Effective Teamwork
–Perceptions and Misperceptions
CH 3
1, 2, 4, 5
Th 10/19/17 –Intercultural Communication in the Workplace CH 4
1, 2, 3, 4, 5
Week 10
T 10/24/17
–Intercultural Communication in the Workplace,
Continued
1, 2, 3, 4, 5
Th 10/26/17 –Gendered Communication in the Workplace
–Generational Differences in the Workplace
Forbes Article: 7/7/17
“Forget stereotypes…”
Forbes Article: 6/20/17
“How millennials are
reshaping…”
International/Intercultural
Report Due
1, 2, 3, 4, 5
Week 11
T 10/31/17
Q & A ACTIVITY IN JFF ELC
How do you handle questions from an audience when pitching a new idea, product,
or service? You will practice effective responses via several role-play situations.
2, 4, 5
Th 11/2/17 –Effective Message Structuring
–Difficult Conversations
CH 5, 9, & 10 2, 4, 5
Week 12 – Nov. 10 is the last day to drop with a W grade
T 11/7/17
–Effective Visuals in Message Structuring 1, 2, 3, 5
Th 11/9/17
–Crisis Communication
–Leadership: Communicating Like a Boss
CH 11 2, 3, 4
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Week 13
T 11/14/17 HI FLI ACTIVITY IN JFF ELC
Working in a team, you will develop a business product using skills in planning,
development, production, and strategic communication.
2, 3, 5
Th 11/16/17
–Preparing for the Team Presentation Team Name, Mission,
Vision, and Contract Due
2, 3, 5
Week 14
T 11/21/17
–Preparing for the Team Presentation
***10 a.m. – 6 p.m. office hours to discuss the
team presentation
2
Th 11/23/17 No Class – Happy Thanksgiving!
Week 15
T 11/28/17 TEAM PRESENTATIONS (Taped In-Class)
2
Th 11/30/17
–Review for the Final Exam
Final Exam
Section 14675: 12/12/17 @ 8 – 10 a.m.
Section 14679: 12/12/17 @ 11 a.m. – 1 p.m.
Section 14687: 12/7/17 @ 4:30 p.m. – 6:30 p.m.
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APPENDIX
Alignment of Course Learning Objectives with Marshall’s Six Undergraduate Program Learning Goals
Goal
#
Marshall Program Learning Goal Description Covered in this
Course
(Goals 3, 4, 5, 6 and relevant selected sub-goals)
Course
Objectives
Relevant Course Assignments
3
4
Our graduates will demonstrate critical thinking skills so as to become
future-oriented decision makers, problem solvers and innovators.
Specifically, students will:
3.1 M Students will understand the concepts of critical thinking,
3.2 M Critically analyze concepts, theories and processes by stating
them in their own words, understanding key components, identifying
assumptions, indicating how they are similar to and different from
others and translating them to the real world.
3.3 H Be effective at gathering, storing, and using qualitative and
quantitative data and at using analytical tools and frameworks to
understand and solve business problems.
3.4 H Demonstrate the ability to anticipate, identify and solve business
problems. They will be able to identify and assess central problems,
identify and evaluate potential solutions, and translate a chosen solution
to an implementation plan that considers future contingencies.
3.5 H Students will demonstrate the ability to be accurate, clear,
expansive (thorough, detailed) and fair minded in their thinking
Our graduates will develop people and leadership skills to promote
their effectiveness as business managers and leaders.
4.1 H Students will recognize, understand, and analyze the motivations and behaviors of stakeholders inside and outside organizations (e.g., teams, departments, consumers, investors, auditors) 4.2 L Students will recognize, understand and analyze the roles, responsibilities and behaviors of effective managers and leaders in diverse business contexts e.g., marketing, finance, accounting. 4.3 H Students will understand factors that contribute to effective teamwork
High
(Course
learning
objectives
2, 3, 4)
Moderate
(Course
learning
objectives,
1-5)
ELC: Hi-Fli Exercise, Ethics Exercise, Crisis Comm. Exercise, Audience
Analysis Exercise (In-Class),
Emotional Intelligence Assessment Presentation #2: Sales/Product Pitch
(audience analysis/emotional
triggers/telling the right story) Presentation #3: Programming Pitch,
Quizzes, Final Exam
Assigned Readings (text) and Discussion
ELC: Hi-Fli Exercise, Ethics Exercise Crisis Comm. Exercise, Emotional
Intelligence Assessment, Crisis Comm.
Exercise, Assigned Readings (text) and Discussion, Quizzes, Final Written Exam
5 Our graduates will demonstrate ethical reasoning skills, understand
social, civic, and professional responsibilities and aspire to add value
to society.
Specifically, students will:
5.1 M Understand professional codes of conduct.
5.2 M Recognize ethical challenges in business situations and assess
appropriate courses of action.
Moderate
(Course
learning
objectives
2, 3, 4, 5 )
ELC: Ethics Exercises,
The Trap of Misperceptions Exercise (In-
Class), Assigned Readings (text) and Discussion, What Ethics Means to Me (In-
Class Briefing)
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6 Our graduates will be effective communicators to facilitate information
flow in organizational, social, and intercultural contexts. Specifically,
students will:
6.1 H Identify and assess diverse personal and organizational
communication goals and audience information needs.
6.2 H Understand individual and group communications patterns and
dynamics in organizations and other professional contexts.
6.3 H Demonstrate an ability to gather and disseminate information and
communicate it clearly, logically, and persuasively in professional
contexts.
High
(Course
learning
objectives
1-5)
Presentation #1: Professional Assessment
Presentation #2: Sales/Product Pitch Presentation #43 Programming Pitch
Networking Report (Written)
Resume/Cover Letter (Written) Emotional Intelligence Assessment
Ted Talk content analysis
(In-Class) ELC: Hi-Fli Exercise, Ethics Exercise
Crisis Comm. Exercise, Audience
Analysis Exercise (In-Class), Quizzes Final Written Exam,
Assigned Readings (text) and Discussion
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COURSE CONTRACT
FOR
BUAD 302: COMMUNICATION STRATEGY IN BUSINESS
Name: _______________________________________________________________________
Email: _______________________________________________________________________
As a student enrolled in BUAD 302: Communication Strategy in Business, I accept the terms outlined
in the course syllabus and course schedule as a contract between the professor, Lindsey M. Bier, and
myself.
I understand that my in-class contribution and engagement will affect my overall course grade and that
I may not be permitted to make up any missed in-class activities and quizzes.
Further, I pledge that I will neither knowingly give nor receive any inappropriate assistance in
academic work, thus affirming my own personal commitment to honor the integrity of the USC
community and of the business communication field.
My signature below indicates I have read, understand, and agree to the policies outlined in the course
syllabus and course schedule for BUAD 302.
Signature:________________________________________________ Date:_______________
Please indicate any conflicts that may interfere with your attendance and in-class contribution.
Please indicate any other concerns you have about your success in this course.
Let’s make it a great semester!!