Course Management

Updated For Winter Quarter 2017

Welcome to my classroom!

“Every job is a self-portrait of the person who did it.  Autograph your work with excellence.”
~ Anonymous

As we begin the quarter, I wanted to share with you some information that I hope will help us during our short time together and, more importantly, to help you get the most out of the course material beginning with day one of the quarter.  It may be a lot to read, but it will ensure a more pleasant experience for both of us.

Regardless of whether this is your first course with me or the last please read carefully as the odds are that some things will have been updated since last quarter.

The initial “Welcome” announcement assigned to this course and posted via link in a Blackboard Announcement should be carefully read.  Afterward, move on to “Course Management.” They work together.  You are required to acknowledge both the Welcome Announcement and Course Management via a link that is located at the beginning and end of this page. After you are finished, see Blackboard / Course Management / Step Two to indicate that you acknowledge such information before the first day of the quarter.  Note that I reserve the right to not issue grades until a “Course Management” acknowledgment is received. Please do not cause me to e-mail you to remind you of this task.

Most of this page combines information relevant to all business design and arts leadership students regardless of campus. However, throughout you will note that some information may be relevant to only Savannah-based students while other information may be relevant to only eLearning-based students.  Therefore, be sure you have reviewed both in their entirety.

COURSE INFORMATION (eLearning Only)

Learning online can be challenging and requires discipline, and logging in often, at least five times each week, is the best way to keep up with your course and contributes greatly to your success.  Throughout the quarter, we will communicate primarily via e-mail and through the Discussion Board.  Important notices will be posted on the Announcements page of the course and/or e-mailed directly to you.

Take a moment now and mark your calendar when each Unit begins and ends.  Remember that during this quarter, Units run from Monday at 12:01 a.m. U.S. EST/EDT to the following Sunday at 11:59 p.m. U.S. EST/EDT.  However, make note now that Unit 10 ends the last day of the quarter (Thursday).  Do not wait until the last day of the Unit to attempt an assignment submission, as the system may not be able to handle all eLearning submissions at the same time.  There is also a special requirement regarding attendance in unit 1 to secure your financial aid.

Each week has a “To Do” List or series of assignments, which you can find within each Course Unit.  Read the assignment very carefully and pay particular attention to the due date.  Some assignments, however, will not earn maximum credit if they are posted on the due date, i.e., discussion board forums (see Section 3 Grading and Feedback)

ABOUT SCAD eLEARNING

If this is your first time taking a fully online course at SCAD eLearning, you should complete the online orientation that has information about college services, MySCAD, and Blackboard, the learning-management system used to deliver your online course.  Access the orientation by logging into any online course, and then click the SCAD eLearning tab in the upper left to see a list of all courses you are enrolled in, including the orientation.

1.0 ASSIGNMENTS

1.1. Submissions and Deadlines

You will submit all assignments via Blackboard.  For ground courses, you may also be asked to bring a hard copy of the assignment.

Save your file as a Microsoft Word accessible file, i.e., *.doc or *.docx with the file named as:   lastname_firstinitial_unit_ assignmentcode.docx, e.g. for a class 3 brochure assignment, Patrick Kelsey would save as kelsey_patrick_3_brochure.docx.  Finally, if the assignment originates in a spreadsheet then send as a Microsoft Excel accessible file ( *.xls or *.xlsx) that is in a Page Break Preview and manipulated for it to be printed in a layout you desire.  If the file needs to maintain a specific layout such as that which may contain graphs, tables, etc., you may submit it as a *.pdf file.

Watch the file submission naming requirements.  If there is no name in the file’s name, I cannot assign a grade and you will not receive credit for your work. Also, watch your file submissions carefully.  Loading the wrong file will result in the work not being submitted.

When submitting, you will submit everything at one time, whether it is an upload to an assignment or a blog posting that constitutes a weekly report in the way of BDAL 746.  You will not be permitted to make a second attempt.  Be very careful with what you submit.

All assignments are due at the beginning of a ground class or by 11:59 p.m. EST/EDT on the due date for eLearning courses.

Missing deadlines as a professional is not an option therefore late assignments will not be accepted.  Plan ahead too. Consider there are over 10,000 SCAD students and everyone is going to wait until the last minute to submit their work just before deadline, there will be a network traffic issue.

Important Note 1:  reading assignments are to be completed prior to the beginning first class meeting of the week for the purposes of discussion and to give you the opportunity for further explanation.  Reading the material after the fact puts you at a huge disadvantage with learning and applying your new knowledge.  In addition, at least for Savannah-based courses I usually include a large weighting towards class participation.

Important Note 2:  there may be some tasks that you will be expected to complete that will not be graded.  For example, acknowledging Course Management, submitting a Certificate of Completion for a Lynda.com tutorial, mid-term conference, etc.  In lieu of a grade, it will be marked as either complete or incomplete.  All tasks that are assigned must be completed to my satisfaction to receive a final grade.  Incomplete tasks at the end of the quarter may result in a failing grade.

1.2a. Requirements and Readability

Many of these assignments may contribute to the general program requirements, serve as a part of your writing sample portfolio, or used as part of a future assignment.  Therefore, during the quarter, as you learn more about the subject material and gather feedback, consider updating your assignments accordingly and hone it to perfection before you consider using it again.

Writing quality and readability will be a primary factor in my grading of your work.  Poor grammar, syntax, and spelling errors will be heavily scrutinized, but note I do not line edit.  If I point out writing deficiencies in early assignments, endeavor to remedy them before the next assignment.  Recurring deficiencies are more heavily scrutinized as the quarter progresses (especially if you are to re-submit the same assignment as part of a larger project).  If you make it easy on me to read your work as well as not being distracted by poor writing, the better your assessment will be.

Read this carefully.  Except for instances where the exercise is taking a different format, i.e., grant, brochure, professional report, professional letter, etc., you will be using MLA style guide formatting (Ninth Edition).  Note the exceptions to MLA, not everything is expected in this format.  For non-MLA exercises refer to Section 1.4a too, specifically professional letters.  Access MySCAD ~ The Writers’ Studio ~ Handouts & Tips ~ Citation Styles for cheat sheets on MLA as well as other writing points, which I strongly suggest you review at least one time as none of us are great writers, but we can at least always try to improve.  You can try to improve now in the classroom or you will improve if you want to advance your career.  The purpose is for clarity and consistency.  While I may observe problems, it is important again to know that I do not line edit, i.e., I will not point out every flaw or suggest a way to fix it.  I will be looking at the assignment in its entirety only.

MLA Basics:

  • Margins:  1” at top, right, bottom, and left.
  • Citation Style:  MLA (parenthetical citations only).
  • Endnotes/Footnotes:  endnotes only when introducing supplemental information only.
  • Font:  12 point Times New Roman or Arial.
  • Spacing:  Double-space everything.
  • Page Numbering:  Last name with page number on all pages except for the first.
  • Long quotes requiring indentation:  about 40 words.
  • Sentence spacing:  2 spaces.
  • Paragraph Indentation:  ½ inch.
  • Alignment:  left (do not full justify text)

Do not let MS Word or any other word processing application dictates to you how your materials will be presented.  Take charge and control your word processor.  In MS Word, at least, learn how to control the formatting Styles.  Anything submitted differently without it being part of the assignment requirements directions itself may not be accepted.  Learn how to use the style guide to create headers and tables of contents at least.  It will make your life easier.

When preparing a manuscript, install automatically updating Table of Contents, Bibliography, Page Numbering, etc.  If, for example, you install page numbering or a table of contents manually, it may not be accepted.  These are deemed soft skills that I would rather see you learn in the classroom than on the job.  (See Section 1.7 Soft Skills.)

Excluding formal research paper assignments that should begin with a title page or other select projects noted as exceptions to my MLA rule, most assignments should begin with:

Last Name Page # (on page 2+ only)

Name
Professor’s Name
Course
Date

Assignment Title

 

Except for instances where your opinion is asked or where you are conducting original research, you will provide parenthetical documentation for the source(s) of your information.  If you find a need to include additional “Content Notes” or “Bibliographic Notes,” you will include these as endnotes.  Do not insert footnotes.

If you author a “Works Cited” page, include only those works actually cited within your document.  You may add a “Works Consulted” page to list other sources that you referenced but did not actually use.  Note that a single work listed as cited but not actually used may render the entire assignment unacceptable and be rejected.

Many assignments may require a minimum word count.  Your word count should be of the actual content and not inclusive of your identifying information, titles, bibliography, or other referenced source material.  When a word count is required, include the word count total at the end of the measured content.

Charts and graphs are always welcome if, and only if, it helps to strengthen your point.  If you use charts or graphs, the type may not be smaller than the main body font size being used and all charts and graphs must use the proper citation style.

Though these are classroom exercises, treat each assignment as if you were on the job as a professional and this is a display of your work.  Upon completion, ask yourself, would I share this with the Chair of my Board of Directors or a Publisher?  Is it “professional-grade” material?  If the answer is no, then do not submit it for grading.

If it is suitable, include the question that you are answering.  It will help with identifying the core information that needs to be addressed and contribute greatly to its readability.  Providing additional unwanted information will detract from a high assessment.

You are free and strongly encouraged to use headers or sub-headers to divide content if it contributes to clearly answering the question or addressing the point you wish to make.  Be sure that all text including these headers or sub-headers conforms to the MLA guidelines.  You can expect that the easier to identify your response to a question, the better, and the higher the grade assessment.

Finally, when answering the question refrain from personal commentary, unless it is clearly requested, and speak in as concrete terms as possible.  The language should be formal and professional.  You will, except where the assignment dictates, always be writing in the third person.

Specific to BDAL 720 or other accounting/finance courses:  when asked to enter a number as part of a problem set question or the like, the displayed formatting of the number is only a guide, e.g. 000,000.00.  This means that a million dollars is 1,000,000.00 and one dollar is 1.00.  Include cents for all currency or numbers unless it cannot physically be a fraction of a number.  In accounting terms, one thousand dollars would never be reflected as 001,000.00.  If it is zero then say 0.00.  Formatting financial statements is different and we will discuss this in the classroom, if applicable.

Note:  when answering do not cut/paste answers unless the question clearly indicates that it is indeed acceptable.  If the answer is obviously a cut/paste answer, it will not be accepted and may constitute as academic dishonesty.  For those short answer-type questions, I want to hear your voice and not that of another.

1.2b  Third-Party Projects

In some instances, you may be working on a project on behalf of a third-party, i.e., grants, fundraising materials, marketing campaigns, etc.  If this is the case, the expectations of readability and presentation will be significantly greater.  Keep this in mind.  These particular assignments are designed to help that third-party and will become excellent work samples for you to use.  If you submit low quality or less than professional-grade work, it will reflect poorly on you, your group, the entire Department, and SCAD.

If an assignment is attached to a third-party, then in the end you will submit all files before the last day of the quarter, including working files, i.e., spreadsheets, Photoshop, Illustrator, etc. along with the final assignment.  This way they can use what they want without having to replicate your work.  You will be expected to use common applications to create your work, i.e., Word, Excel, PowerPoint, or Adobe Creative Suite.  Use the proper application for the job, e.g., do not use InDesign to create a research paper or Word to create a postcard.  Keep it simple for you and them.

1.3. Sources

If using outside sources, refrain from using prescribed course materials as a work cited.  Use other third party sources that you can locate via the library or from a reputable source (I do not count Wikipedia as a reputable academic source!).

In addition, do not use me or anything that I contribute to the course as one of your sources!

All sources must use proper citation style.  Absent this, your work may be rejected.  Including only a website address is not a proper citation style.

If a defined number of sources are required, be sure you actually are using that number or higher. I do not want to see a padded works cited page. Utilized sources are on a Works Cited page. Unutilized but referenced sources are on a Works Referenced page.

1.4a. Communication Help

There are numerous resources available to assist you with your improving communication skills.  You can subscribe to them for a nominal charge or use free for a limited trial period.  Some are software and others might be podcasts or blogs.  They all can help.  I recommend you access one or more to help you along the way.  Visit this website’s Career – Resources for my top recommendations.  Among other things you will find, you will find suggestions for grammar, bibliography, and other writing resources as well as resources for public speaking.

While enrolled at SCAD, take advantage of SCAD’s The Writers’ Studio.  It is a great free service that is available to you (there are offerings for both eLearning students and ground students).

Following are a few suggestions based on the most common problems that I see:

  • Do not hyphenate text unless you use full justification and do not use full justification unless it is a specific graphic design choice.
  • If the work is not your own or you need to display the source of your information for greater creditability, cite accordingly.
  • If you need to break up your content into more manageable and readable sections use headers and consider using color.
  • If using numbers or dollars, then format them accordingly, i.e., $0,000.00 or 0,000.00, etc.  However, if cents are not relevant then omit accordingly.
  • If you introduce a new term that an average reader would not immediately understand, italicize it and explain it in the content or as a note.
  • If you wish to abbreviate or use an acronym, be sure you attach that abbreviation or acronym to the first mention of the full name within each major section.
  • If you choose to use major sections or chapters to break up your content, then treat each one unto itself.
  • Leave nothing to guess.  Consider an average reader without prior knowledge of your topic.  Explain everything and leave them with no reason to ask questions.
  • Maintain a clear and consistent style and format.
  • Though the content is extremely important, consider readability too.  Use charts, graphs, bullet points, etc., to communicate your content, or perhaps include a summary and then go into detail.
  • Watch the details!

1.4b. Professional Communication

Read the following very carefully.  It is important to me that you begin to demonstrate professional communication skills.

E-Mail

I will endeavor to maintain professionalism with all my e-mail correspondence and I will expect the same from you.  To that end, I recommend you look to some online resources for guidance.  One that I recommend is Purdue’s OWL (e-mail etiquette).  All e-mail, regardless of purpose, should have a suitable subject line, a greeting of some sort, a well-crafted message, and a proper sign off.  Sending a one-liner or only an attachment is, in my opinion, very unprofessional and may not be accepted.  I strongly recommend you not generate and e-mail or reply via a mobile device.  The odds are that you will probably omit much of what I constitute professionalism and it will be laced with spelling or other grammatical errors.  If you are fluent enough in your mobile device, you can add a signature line and prove me wrong.

E-mail Signatures

I recommend that you take a moment, if you have not already, to create a general and automatic signature for your e-mail so that when you compose or reply to an e-mail some of your basic contact information is always made available.  Look to my own e-mails (not those sent via Blackboard though) and you will see what I share with you every time I e-mail or respond.  It is quick way to disseminate information without it being too much of a burden.

Letters

Professionalism goes for letters too.  I will endeavor to distribute professionally crafted letters and if you are asked to provide a letter of some sort, I will expect the same level of professionalism.  To that end, again, I recommend you look to some online resources for guidance.  Purdue’s OWL (basic business letters) is always a good source of information.  Letters should be formatted correctly and be as concise as is needed to fulfill the purpose.  If letters are submitted that fail to follow a traditional business format, they may not be accepted.

Timeliness

I will always try to maintain my objectivity while we are in the classroom or during the program as a whole, but even I find it difficult when one does not respond in a timely manner or not at all.  It would be mutually beneficial to check in via Blackboard and e-mail regularly, i.e., daily, and respond promptly should the occasion call for it.  I do not carry a smart phone so I will only respond when I am at a computer, but I do check in quite regularly.  I suggest you do the same, smart phone or not.  Rarely will you ever have to wait on me for long or ask a second time.  If I have to ask a second time or let a long a third time, it will not bode well for you in the quarter or the program and we will need to have a private conversation.

1.5. Final Projects/Presentations

I strongly encourage you to read ahead in the course assignments and preview what is going to be later expected of you.  By knowing what the future projects are, you will find that it will help you in the completion of an interim project. For example, you will not necessarily need to re-write an entire section of narrative from Unit 2 when later applying it to a final project in Unit 10, or, the size and scope of your project in Unit 3 can be easily applied to the budget you create in Unit 8.

Alternatively, if you are completing assignments that will, in the aggregate, make up a final project then complete those assignments with that purpose in mind so that minimal editing will be required for final assembly.

If you are presenting your work before the class, I recommend you practice, practice more, and continue practicing until you’re confident. Do not attempt an extemporaneous presentation and do not read off the screen or your note cards. Practice. This is even more important if you are presenting PechaKucha style.

1.6. Plagiarism/Academic Dishonesty

See the Student Handbook for SCAD’s position on plagiarism and academic dishonesty.*

I do not wish to provide emphasis to any international students, but the cultural exchange at times is indeed different and needs to be recognized.  I cause you to read carefully and if you have questions then you should ask before submitting work.

In addition, from the Student Handbook, I draw your attention to submission of work that was previously used in another class (or even the same class if in the case of a re-taking the course scenario) is unacceptable.

It is also important to note three things.

First, some exercises or assignments are submitted or completed within Blackboard.  With these, upon completion and final submission of your work the answer may be made available to you for the benefit of showing you the difference between your answer and the correct answer.  Should you have access to the answer, it is to be kept to yourself for your benefit.  Should you obtain access to it prematurely because of some technical glitch and use it to your advantage or you obtain the answer and share it with your peers, charges of academic dishonesty will be filed.  This can also be restroactive, i.e, if you previously passed the course and shared information with a student currently enrolled, you will both be charged.  Grades are never final until after you graduate.

Second, many exercises or assignments originate from publicly available case studies, assignments, textbooks, etc.  While you are encouraged to use outside resources to aid in your studies, you are not permitted in any way to access, buy, borrow, or view teaching notes, solutions, or other materials that may lead you to the answer.  To that end, charges of academic dishonesty will be filed should you breech this trust.

Third, if it is found that you copy and paste an answer when it not ask for or appropriate and it can be constituted as academic dishonesty thus demonstrating your inability to synthesis the answer in your own voice, the assignment will be assigned a zero and academic dishonesty will be reported to the Dean.

Finally, almost every submission is automatically subject to a scan by safeAssign.  If it is not, I reserve the right to submit it.    SafeAssign will highlight all content that matches its database and identify potential plagiarism.  If an assignment is submitted to Safe Assign and there are citation issues or questions about the originality of the work, there may/will be claims filed of academic dishonesty.  It is acceptable to use the work of others so long as you do not claim it to be your own and you give due credit.  If in doubt, cite the work.  Important final note that after you submit your work and SafeAssign has done its scan that you will have access to the results.  If you attempt to make a second submission for any reason and the Safe Assign percentage goes down it is a red flag that you attempted to pass off poorly cited work or the like.  I reserve the right to ignore that second attempt.

1.7.  Soft Skills

I am a supporter of introducing soft skills and requiring them as part of the course.  Soft skills are those skills that you should know already and can apply when the occasion calls for it, i.e., build a simple spreadsheet, add a table of contents to a document, inserting a picture in a presentation, etc.  However, you must first learn these somewhere.  To that end, as it relates to your assignments, you will apply the following soft skills, at minimum, as the opportunity presents itself:

General

  • Create an e-mail signature.
  • Not respond via a mobile device without an appropriate signature and/or e-mail format.
  • Subscribe to RSS Feeds

MS Word Or Equivalent

  • Adding page numbers within a header or footer.
  • Page numbers starting on a page other than the first page.
  • Centering text horizontally without carriage returns.
  • Header and/or footer options used.
  • Bibliography tool.
  • Adding footnotes, endnotes, or in text citations linked to the Bibliography.
  • Installing an automatically updated Table of Consents.
  • Linking to another part of the document, and external document, or spreadsheet.

MS Excel Or Equivalent

  • Header and/or footer options used.
  • Using formulas whenever possible.
  • Formatting
  • Creating graphs
  • Controlling page breaks and using print view to make spreadsheets print-ready.
  • Worksheet tab creation and naming.
  • Linking to an external document or another part of the spreadsheet.

2.0 ASSESSMENTS (Savannah Only)

Wherever possible, I use quizzes or tests to assess your understanding of the assigned reading.

Before you start an assessment, it is important that you know two important things.  One, assessments are timed and you may not stop and start.  Secondly, do not attempt an assessment using a wireless connection.  If do you and the wireless connection is interrupted the assessment will end regardless of how much you have completed.  Except for official SCAD IM & T notices of a Blackboard interruption, I will not reset assessments.

When completing an assessment, read carefully the question and do not “read into it” too much.  Use only what is presented and nothing more.

3.0 GRADING AND FEEDBACK

Due to the speed of the course, I will be making every reasonable best effort to review your work, provide you with substantive feedback, and post grades by the end of the 5th day of the Unit or at least no later than 7 days after the assignment was submitted (except for Discussions).  The turnaround time is dependent on the number of assignments to review and their depth.  If I am unable to maintain this schedule, I will let you know.  As you will find, some assignments take significantly longer than others to review do.

I will always provide feedback in some form.  Feedback may take the form of comments within Grade Center, your assignment with edits/comments embedded in it, a scanned document containing my feedback, a rubric, audio feedback, or any combination thereof.  If you are unable to interpret my comments, do not hesitate to ask for clarification.  That being said, be mindful that if you are issued a grade within the Grade Center then there is always some feedback awaiting in some form.  If you do not find it, then please contact me immediately.

Once your grade is posted, it is prudent to review the feedback. Though you may have received a high “acceptable” grade, I may have posted a question or the like that I do expect an answer to soon thereafter.

For assessments or problem sets, after you submit your work and the work is graded you may return to that same assessment or problem set as before and view your answers and the solutions.  This is usually done by “restarting” the assessment or problem set and then accessing your score.

One thing that I do not do is line edit your work.  Should I make a comment or edit, it should be construed as something to change throughout the document without my having to point it out repeatedly.  I prefer consistency and clarity above most else.

I strongly recommend that you monitor your grades on a regular basis and once a grade is posted you access the feedback immediately.  If you wait for more than a 7-days after the grade was posted to ask questions about a past assignment, I may not be in a position to assist.  If you wait until the end of the quarter to access feedback from the beginning of the quarter, the odds are I will not be able to help much.  In other words, do not wait until later to ask questions when you should be asking them while it is all fresh in our minds.

At the end of the quarter, I plan to have everything graded as soon as possible.  In most cases the day after the last day of the quarter, i.e., Friday.  I always plan to report grades as late as possible, i.e., Monday morning.  You will have up to three days to question your final grade before it is submitted.  Once submitted, I will not consider changing it.

My default grades for subjectively graded assignments are 95% (A – Excellent), 85% (B-Good), 75% (C-Average), and 65% (D-Poor). Anything else is an exception.  It is expected that most early work will begin at a good or at an average level, it will be up to you to make it excellent.  The two factors in excellent work are 1) following the directions to the letter and 2) submitting stellar professional grade work.  Full credit of 100% is traditionally only available where the work is not subjective to interpretation in its assessment.

It is important to note that I do not round grade percentages, i.e., an 89.9% is through Blackboard’s programming a “B.”  If you are with 1-2% of a letter grade threshold at the end of the quarter and desire a certain grade, make best efforts to improve your work so that 1/10 of a percent does not stand between you and the grade you want.  Monitor your grades weekly to know where you are.  Not all assignments or exercises are weighted the same, so see the syllabus and do the calculations before it becomes too late to recoup.

As the quarter passes, I will increase my critical analysis and grading standards, i.e., I will expect more as each week passes and as I provide you feedback on assignments.  Your demonstrated attitude or position towards the assignment will have an equal impact.

Wherever possible, rubrics will be used to bring greater objectivity to the assessment process.  As part of this Course Management, you will acknowledge that you have access to most rubrics in advance of the assignment submission.  You will either have the actual rubric, the criteria for the rubric, or a variation of such that will highlight the grading criteria and weighting.  Almost all routine rubrics can be found here, except for select assignment-specific rubrics that are specific to BDAL 720.

It should be noted that the quickest ways to not receive full credit for an assignment are to 1) not answer the question(s) and 2) not following the instructions to the letter.  Moreover, if “soft skills” are indicated as part of the assignment, you will not receive extra points for demonstrating them, but you will lose points for not applying soft skills as required.  Key characteristics of a quality assignment receiving top marks is brevity, presentation, and it being professional-grade.

Should I provide constructive feedback on one assignment that can then be utilized within a future assignment, you are strongly encouraged to do so or, at a minimum, consider it.  Either not accessing the feedback provided (I can tell with Tegrity and Kaltura reports too) or at least not considering it will reflect poorly upon your overall performance and assessment.

Specific to BDAL 746:  M.A. Internship, expect for the final evaluation grade for all three evaluations combined to be equivalent to the grade you earn after completing all other assignments during the quarter.  If, for example, you earn an 89% through your weekly blog postings and discussion board participation without the evaluations taken into consideration then expect to earn 89% on the evaluations.  I reserve the right, however, to add or subtract from this grade based on your performance evaluations.  If this is the case, I expect that I will be more inclined if the evaluations are all on time without incident.

3.1.  Forms of Feedback

Feedback is guaranteed to be provided with every assignment.  For Discussion Boards, if you receive less than full credit then you need to access the associated rubric to identify what credit was not provided and remedy it for the following unit.  For all other assignments, feedback will be in the comments section within Grade Center, the same plus an attached document, and/or a Tegrity/Kaltura record. Regardless of the form of the feedback, you are expected to access such within seven (7) days at the latest after the grade is posted and request clarification, if applicable.  If you wait beyond that and then have questions, I will be unable to assist you.  This is particularly important with Tegrity/Kaltura recordings. Access the recordings as soon as you receive a grade. I use Tegrity/Kaltura to provide extensive feedback.  Use it.  Not utilizing such feedback will only result in a lower final grade.

MS Word

Using MS Word, I will provide you feedback through comments and/or actual edits made to your document.  To view my edits and/or comments, access the Review tab and under Tracking select to view Final: Show Markups.  You should then be able to see all the edits I made as well as the comments.  You may also select Show Markup or Reviewing Pane for additional review options.

PDF

When actual editing is not necessarily required or expected, I may convert your assignment to a PDF format and add Sticky Notes, Text Edits, and/or Audio Comments.  Regardless of the type of feedback, you can view all comments if you access the Comments tab, Comment View, and Show All Comments.

However, with PDF-related feedback you must open the file from within Adobe Reader or Adobe Professional.  You can download the free Adobe Reader from http://get.adobe.com/reader/  Note that you cannot access the comments, or even a digital signature, in preview mode or, to my knowledge, another application such as Safari.  Once you have a list of the comments, select the individual comment to view it or double-click to play audio comments.  You will be expected to have audio capability.

Kaltura

If I feel that I can simply provide you with audio/video feedback, I will use an application called Kaltura.

If you receive a grade and I use Kaltura, you will find a video recording attached to the assignment.  Again, I always provide feedback in some form.

In select instances, you may also find scanned versions of your work that are manually edited (indicated as such if I am actually showing them to you within the recording).  In addition, on occasion, you will find other attachments that I referenced in the recording.  Be sure that you look under this note to see if there are any attachments listed in the Grade Center.  They were uploaded to help you.

3.2. Discussion Board (eLearning Only)

Discussions will be calculated via a Discussion Grading Rubric.  You may view a copy of this rubric and all others here.  You are strongly encouraged to view the Discussion Grading Rubric as it has the potential to play a vital role in your final grade.

For example, for those that want maximum credit for the discussions one would make an original posting on or before the due date, respond with more than the minimum number of responses, and before the last day of the Unit.  Said in another way, do not be surprised if you do not get full credit for posting an original posting on the due date and then posting two responses on the last day of the Unit.  You can also not expect full credit even with posting 10 responses on the last day of the Unit.  Again, see the Discussion Grading Rubric and understand it prior to the beginning of the Quarter.

If, for any reason, you have cause to take an incomplete for this course, I reserve the right to either a) exempt your Discussion Board grades from those select Units beginning at the time of the registrar notifying me of your incomplete, or b) to assign zero credit for those select Units.  My judgment is based almost solely on your past performance.

It is important to understand that the purpose of the Discussion Board is, in part, to help you and your peers with their work.  Frequently, the discussion pertains to an assignment that will be submitted for grading.  With active participation, you and your colleagues will receive constructive feedback in a timely manner so that it may be incorporated before final submission.  Receiving a lot of feedback on the last day of the Unit does not afford the recipient any time to improve their work.

Finally, in an eLearning course my role is largely to facilitate and assess your work.  Within the Discussion Board, I will make my own postings but only as I think needed.  However, know that I subscribe* to all Forums and monitor all postings so if there are questions or issues that I need to address, rest assured that I will be there.  In Forum’s where the sole purpose is to collect feedback on your work in advance of a final submission, I reserve the right to not participate in postings.  These Forums are for you and your peers.

Note: I do not have any control over the Discussion Board’s due dates.  If you fail to participate in one or more discussions within the given parameters, there is absolutely no recourse for you and your grade.

* In lieu of logging into the Discussion Board to read comments, you may consider ‘subscribing’ to a Forum.  Any posting will then come directly to you as an e-mail.  Though you cannot respond via e-mail, you can monitor the conversation in real-time.

3.3. Feedback (eLearning Only)

Were this not an eLearning course, I would have the benefit of providing you, the entire class, with general feedback, comments, suggestions, etc., while supplementing such with feedback specific to your individual work.  However, eLearning does not afford me that option.

When I review and grade your assignments, do not be surprised if I have the same or similar feedback as a peer of yours and that I found “copy/pasting” warranted. Rest assured, I do review every assignment thoroughly, and more often than not, I am indeed able to apply the same or similar feedback to each assignment accordingly and with minimal variation.  In cases where additional extensive feedback is due, it will be provided.  From my perspective, except in rare instances, you are all at virtually the same educational and experience level with this subject and you will collectively all need the same or similar feedback with little variance and I reserve the right to communicate feedback as such.

4.0 EXTRA CREDIT

From time to time, opportunities for extra credit may be made available.  It will be available for the entire class and at my discretion.  Do not ask for individualized extra credit. Traditionally, I do not offer it.

Should the opportunity present itself, extra credit may be awarded for such effort with certain caveats.  One, such proof of completion or demonstration shall not have been used in another course.  Two, extra credit may only be used to improve an overall grade and cannot be used to replace an absent or missing assignment.  In other words, you must attend all classes and turn in all assignments for an extra credit opportunity to be made available.  (An important observation to make is that late assignments may receive little-to-no credit, but it will at least open up the option for earning extra credit.)

  1. GROUP ASSIGNMENTS

Group projects can be particularly challenging especially for eLearning courses.  However, in the “real-world” it happens every day regardless.

For group assignments, you will utilize the Group Page feature in Blackboard for e-mail, file exchanges, and online collaborations.  If you are assigned to a group and you are unable to access this feature on the first day of the quarter, notify me immediately.  In addition, I am willing to set up an Adobe Connect session for your group should you wish to use it to communicate, but you must make the effort to ask for it.

As an alternative, you may also use other applications such as Google Docs, Google Hangout, Basecamp, Trello, etc.  If you use these, I will not be able to check in on the group’s progress.  If there are issues within the group, they will need to be brought to my attention.

Each group should plan to collaborate to complete the task and not just divide the work and then assemble it. It does not work well.  I recommend you view some of the project-related Lynda.com tutorials before undertaking a group project. There are also tutorials for the project-related applications too.

As it relates to international students, all group meetings, discussions, and work should be conducted in English.

I will also share with you herein the Collaborative Learning Center’s Toolkit. If we are in a ground class, we will spend some time going over this together. If you are in an eLearning class, then read over the material and when you meet in your group then spend some time understanding how you will collaborate. If you can learn from a group assignment how to collaborate, you will be better off in your career.

When working as a group, respect each other, respect the deadlines, and that one student may work hard to earn an “A” and if you find a “B” or even a “C” acceptable, you will drag the group down to a satisfactory level.  You may submit less than exemplary work for yourself, but please respect your peers. If the final project is destined for a third-party expect the assessment to be up against professional-grade quality and substance.

At the end of each group project, if not at each step of the group project, the group will be given the opportunity for peer evaluation (see Assessment Rubrics).  Your individual performance will be seen by your peers and me, perform well.

  1. COURSE READINGS, MATERIALS, AND RESEARCH

The required textbook(s) for this course provides an excellent overview of the subject material, but it does not always contain the best examples.  As you would in the professional work place, you will be expected to conduct additional research to locate other materials from which to pull the best (or avoid the worst) examples.  I will provide a large amount of information, but I will not convey everything you need to know and you will need to make an effort to learn something.

Through the syllabus, required readings, and classroom instruction, I will make every effort to provide you as much information as possible that will contribute to your successful completion of the assignment.  However, there are numerous factors that you need to take responsibility. For example, realistic timing of events or activities, organizational expectations, realistic numbers or dollars, or other “real world” limitations, etc.  Do not feel constrained by the provided materials or information.  You are strongly encouraged to look everywhere possible for that information that will aid you, i.e., other organizations, trade groups, libraries (online or ground), etc.

6.1. Study Groups

Depending upon your experience, prior education, or perhaps aptitude with the course content, you may want to consider setting up a study group.  While I will, of course, be available to help you one-on-one, I may be negotiating time with up to 89 of your colleagues on the ground or online and this is aside from my own time needed to prepare for class or grading, i.e., time has the potential to be scarce for all of us.

If you wish to initiate a study group and need help facilitating, please let me know and I will be happy to help.  In addition, unless you meet in person, you may also want to consider Skype, Blackboard’s IM, or Adobe Connect.  See 11.1 Blackboard’s IM and Office Hours Features for related information. Should you want to use Adobe Connect, let me know and I will set a room up for you so that you can access it 24/7.  I will also set up a Group Page dedicated to a study group if this is more suitable.

I strongly recommend you assemble a study group should you feel that you may have difficulty with the content or the assignments instead of tackling the course by yourself.

7.0 DISCUSSION BOARD & CLASS PARTICIPATION

7.1. General (eLearning Only)

When posting in a Discussion Forum, treat your post as if it were a post that you were making on a major news site and that it would be viewed and critiqued by millions of readers.  The quality of your post is extremely important and, aside from the message you are trying to convey, your authoritative voice is gauged by your use of proper grammar, syntax, and spelling.  I would strongly recommend you draft your post outside of Blackboard and perfect your message there and then copy-paste the final product to the Forum.  Time permitting; let your post “rest” for a while before you actually send it.  You may have a different opinion later.

You will have the option to ‘subscribe’ to most Forums.  If you subscribe to a Forum, you will be sent an e-mail for that posting and then you can decide whether to log in and reply.  You will find the ‘subscribe’ feature at the top of each individual Forum.  Note though subscriptions are only for that one Forum and that you cannot reply via e-mail.

When you create an original posting, consider extracting the content from the document you plan to attach, if applicable, add a link to the news article you are referencing or attaching other supporting material that you are writing about so that we can all access the information with minimal effort.

I check the Discussion Board regularly and will traditionally post my responses to only original postings with additional responses if I feel it is warranted or when a posed a direct question.  Though I may be monitoring the Discussion Board on Days 6 & 7 of each Unit, i.e., Saturday or Sunday, I do not post during these days unless necessary.  Therefore, if you desire my direct and immediate feedback, post your question before the end of business on Day 5.

See also the Grading and Feedback’s Discussion Board for additional information.

7.2a. Current Events (Savannah Only)

On a weekly basis, you may be responsible for a minimum of one (1) recent news articles for possible in-class discussion.  The selected articles should be current and related to the subject material being discussed.  If you are selected, be prepared to 1) give a brief overview of the news article, 2) any other background material that might be needed to understand the issue at hand, 3) an explanation of why you think the item is important, and 4) what impact or implications it might have in the field.  Be prepared.

Regardless of whether you are asked, you are encouraged to volunteer any news item for classroom discussion.

7.2b. Current Events and Issues (eLearning Only)

In the Discussion Board, you will find a Current Events & Issues Forum.  This particular Forum’s purpose is to discuss current events or issues pertaining to the field.

This Forum and its postings are voluntary and will not contribute in any negative way to your grade though it may serve as a display of your academic efforts should the need arise.  The sole purpose is to help supplement topic(s) that may not otherwise be covered in the prescribed course materials.

7.3. Peer Review (Savannah Only)

When noted, we will dedicate a significant amount of time in class for peer review.  On the assignment due date or immediately thereafter, and as time permits, you may be asked to present your work to the class and solicit peer review.  Be prepared.  If you are not ready, you cannot participate.

If, however, we do not have the opportunity to review everyone’s work in class then opportunities will be provided to upload assignments to a Discussion Board where feedback will be solicited.

Select assignments may be required to be posted to a Discussion Board for soliciting feedback prior to a final submission, which may accompany in class discussions too.  If an assignment is subjected to this online peer review, you will review the work of your peers and provide substantive feedback on not less than two other assignments other than your own.

7.4. Class Participation (Savannah Only)

Class participation includes, but is not limited to, contributing content to the Discussion Board and the classroom, participating in a review of a peer’s work, presenting a current event, respecting your peers and the instructor, answering questions, etc.

The more you actively participate the better the conversation we will have.  Attending class while not actively contributing does not equate to good class participation.  Moreover, not attending simply equates to not participating at all.  Make note that though you may be found to be “absent” for recording purposes, arriving late can still result in some participation opportunities.

I may elect to provide the class a self-assessment opportunity.  Should this occur, you will complete a student participation self assessment as regularly as I complete an assessment of student participation, i.e. either by class, weekly, etc.  Assessment will be conducted either at the end of class via a paper form or after class via an online form.  Weighting will be 75% instructor 25% student.  You may view a copy of this rubric if you access Class Participation in the Blackboard menu.

The ranking criteria used for evaluating class participation is:

  • Extended Comment of High Value (100%)
  • Of More Value Than Most; Perhaps A Bit Brief Or Uneven (94%)
  • Introduced New Topics, Perhaps Just Briefly (88%)
  • Echoed And Supported Others’ (82%)
  • Brief Comment, Largely Repetitive (76%)
  • Present, But Did Not Participate (70%)
  • Absent (0%)

Note:  to the international students, I greatly respect you traveling to the U.S. and enrolling in an English-language only Masters program.  While in my classroom, you are in a U.S. classroom and the social norms and etiquette may be a little different than you are accustomed.  You are welcome to and encouraged to speak up and contribute to the conversation.  You may question me or any of your peers without reservation.  Though English may not be your primary language, do not let it stop you from participating.

  1. ETIQUETTE / FOOD AND DRINK (Savannah Only)

Mobile devices (voice & data) and portable computers are not to be used during class, except as required explicitly for an assignment or in class work.

If applicable, should there be activity not related to an assignment or in class work, i.e., social media interaction, chatting, etc., you may be asked to leave the classroom and/or future assignments and in class work will be conducted without the use of technology.  If you are not asked to leave, you may be imposed a 16-minute absence from the class which translates into an absence that will be recorded within the attendance for that class.

All class participants are expected to use appropriate terms and language.  Beliefs, opinions, and worldviews divergent from your own may be discussed openly.

It has been known that art can, on occasion, be controversial, and offensive.  In consideration of the class and topics discussed, it may be necessarily to view, discuss, or engage in a dialogue about such controversial art.  You will respect the opinions of others.

You will respect your peers.  If one is speaking or presenting, you will give them your undivided attention.  In addition, if you are late to class do not enter the classroom if a presentation is being conducted by one of your peers.  You will wait for a break before entering the classroom.

Except for bottled water, food and drink are not permitted in the classroom at any time.  Do not plan to come to the classroom to have your dinner or back from a break with food in hand.

  1. ATTENDANCE

Make note of SCAD’s official attendance policy.  There will be no advance notice of a failing grade due to an excessive number of absences therefore maintain a record of your attendance accordingly.  If you collect five (5) absences, you will be withdrawn from the course.

9.1. Savannah Courses

In addition to SCAD’s official attendance policy an absence from a class deemed a mid-term presentation or final presentation, as regularly scheduled, without prior written approval, will result in an automatic deduction of 5% off your final course grade.  You will be considerate of your peers and their desire to present to you their work.  Tardiness to a class where there are presentations occurring will not be acceptable and you will be asked to leave.

Attendance will be reported fifteen (15) minutes after the start of the class.  If you arrive later, you will have already been reported absent. 

In addition, if you need to leave 15 minutes early or you are found missing from class a total of 15 minutes or more, beyond a break if offered, I will edit the attendance and report you absent.  Should you demonstrate a pattern of arriving late and/or leaving early, I will document all the time absent and for every 15 minutes you are not in the classroom it will result in an absence. 

See Section 7.3 Class Participation – Being recorded as absent in SCAD’s attendance system, however, does not mean that you cannot arrive late and still participate.

Note too that if you violate the policy of using mobile devices in the classroom or the like, this may result in an absence too.  I do not feel that you can pay attention to your peers or me and toy with your mobile devices at the same time.  (See 8.0 Etiquette and / Food and Drink.)

9.2. SCAD Distance Learning Attendance Recording Procedure (eLearning Only)

Academic attendance is evident when an online student participates in an eLearning course by posting to a discussion forum, submitting an exercise, attempting a quiz or an exam, or supplying an assignment posting or project submission.

Attendance Calculation:

Students enrolled in eLearning courses are required to log in and actively participate in their course on two separate days each unit week. Each unit week that the student logs in only one day, the student acquires one absence. Each unit week the student does not login, the student acquires two absences. Professors record academic attendance by the first day of the following unit week.

Online Attendance: Week One Only

During unit week one of each quarter, in order for financial aid to disburse to the student as intended, the student must have at least one academic attendance record entered prior to noon on Friday. Student financial services generates a report Friday afternoon to determine which students have not yet been marked present in each of their classes. Financial aid is withheld from students who have not been marked present. Students with positive academic attendance records in all classes will have their financial aid funds disbursed at the end of the drop/add period.

Professors assess an online student’s enrollment and participation in an eLearning course by verifying that at least one evidence of academic attendance has been satisfied. The professor is expected to review each item (e.g. discussion post, quiz, assignment) for quality and appropriateness and to enter the attendance record so that the date on record matches the date of the academic attendance evidence as time stamped within the course.

The second academic attendance record for unit week one is to be entered the first morning following the end of the first unit week. The second academic attendance record is assessed by evidence that, on a separate day from the first attendance record, another student-generated activity related to academic attendance has been completed and published to the online course.

Online Attendance:

Beginning in week two and continuing through the end of term, professors assess an online student’s enrollment and participation in an eLearning course by verifying that at least two evidences of academic attendance have been satisfied per unit week. These student-generated activities must have occurred on separate dates within the unit week. The professor is expected to review each item (e.g. discussion post, quiz, assignment) for quality and appropriateness and appropriately update the attendance record so that dates shown match the dates of the academic attendance evidence as time stamped within the course.

The dates of occurrence of each academic attendance record in each unit week (after unit week one) are to be entered the first morning following the end of the unit week.

Additional Note

Aside from logging into Blackboard to meet the attendance requirements, I expect you to log into MySCAD more regularly, at minimum, to check e-mail.  I will endeavor to respond to you as quickly as I can and I expect you to do the same when responding to me.  Waiting 2-3 days for a response is not acceptable when the course itself is only 10 weeks long.

 

  1. OFFICE HOURS

My regularly scheduled office hours are Wednesday’s  from 9:30 p.m. – 1:30 p.m. EST/EDT.  You are free to:

  • visit me at Arnold Hall – Room 117
  • e-mail me (pkelsey@scad.edu)
  • instant message me via Blackboard IM (patrick.kelsey)
  • telephone me at (912) 525-6228

Make note that within my e-mail signature is all of my contact information and office hours.

Do not ever think that I am not available to speak with you about your work or answer your questions!  I will make every reasonable best effort to accommodate you and your schedule, regardless of official office hours and your time zone.  It is, however, your responsibility to make a timely effort.  A favorite quote of mine is “Poor planning on YOUR part does NOT constitute an emergency on mine.”  To that end, plan when you think you might need help and do not wait until the quarter is about end.  This would be of particular importance as it relates to questions about your grade(s).

10.1 Blackboard’s IM and Office Hours Features

I strongly encourage you to log into Blackboard, go to Communication, and access Blackboard IM.  This is SCAD’s Instant Messenger application that automatically populates with the class roster.

In addition, I recommend you go to Communication and select Office Hours to configure your computer now in the chance you wish to participate in a scheduled online discussion.

Contact Tech Support at (912) 525-4567 or techsupport@scad.edu if you need assistance.

  1. EVALUATIONS

I am confident that as a professional you would prefer to hear regular ongoing feedback on your own job performance instead of a single bad performance review at the end of the year.  Constant or regular feedback is a leadership trait.  To that end, I would prefer that you let me know as soon as possible if there is anything that I can do to help you, and your peers, with the course material or my own teaching style.  I only ask that should you not enjoy the course that you do not remain silent.  Do not wait until the end of the quarter and decide to vent because you had an issue with the course, a group project, me, etc.  SCAD and I take the course evaluations very seriously and if there is something I can do today that will help you tomorrow, I will endeavor to do such.

These are the questions that you will be expected to response to:

  1. The syllabus accurately reflected the grading opportunities, required textbook(s), and materials.
  2. My professor successfully delivered the course content as noted in the syllabus.
  3. I found the course content appropriately rigorous.
  4. My professor was consistently well-prepared for class.
  5. My professor’s teaching style was engaging during the class.
  6. Assignment expectations and grading criteria were clearly explained.
  7. My professor provided me with constructive feedback throughout the quarter.
  8. My professor provided me with feedback in a timely manner.
  9. During my midterm review, I received individualized attention.
  10. My professor used technology to effectively extend the learning environment.
  11. Overall, this course was well-organized.
  12. The online classroom environment supported my learning.
  13. My professor was available during stated office hours.
  14. Extra help sessions and field trips were beneficial to my learning in this course.
  15. My professor fostered a respectful and professional learning environment.
  16. Students were encouraged to participate in class discussions.
  17. I would recommend this professor to my peers.
  18. I would recommend this course to my peers.
  19. List three things you learned from this course:
  20. How can this course be improved?
  21. Additional comments:

When you complete your evaluation beginning week 8, I ask that you be honest with your assessment of the course and me.  Given the nature of the course, most everything is spelled out in writing within the course and/or the syllabus, syllabus supplement, Welcome message, and Course Management, for example.  This goes for feedback too in most cases.  It is all clearly documented.  If there is something that you were not clear on, then tell me so that I can edit the content accordingly.  Beyond that though, remember what you had access too.  I only hope you used it and did not skim over it and then write a poor evaluation because of this lack of effort.

While the eLearning courses do not change regularly, the ground classes have great potential for improvement.  I know that.  I try every quarter to make my courses and my own teaching style better.  If you “disagree” or “strongly disagree,” with any question, then be you must be sure that your voice is heard by adding your comments to explain why.  I just ask that you do not vent, but be as constructive as you can.  If you think I am the worst professor that ever taught, okay just tell me why.  It is the ONLY way that things will change.  If you “disagree” with something without explaining why, then things will continue as is and absolutely no change will come of it.

Finally, many of these questions relate to the entire 10 week experience to where you are enrolled in the course.  If in week 1 or 2 you feel, for example, my feedback is seriously lacking, then tell me in week 1 or 2.  If you wait until the end, then you are sure to endure 10 weeks of bad feedback, which neither of us wants.  My door is always open and we can have a meaningful dialogue if we just make the effort.

  1. ABOUT ME

Originally from Indiana, I attended Ball State University and majored in both Entrepreneurship and Technical Theatre.  Afterward, I moved to New York City to attend Columbia University, where I earned an M.F.A. in Theatre Management and Producing.  My professional arts administration experience began when I worked for Pace Theatrical Group/SFX Entertainment/Clear Channel Entertainment, which has since been bought by Key Brand Entertainment before eventually being spun off to its own brand name Broadway Across America.  I worked in the presenting of Broadway productions across North America and later managed the Broadway theatre-Ford Center for the Performing Arts (currently known as The Foxwoods Theatre).  Eventually, I transitioned from commercial (for-profit) theatre to not-for-profit theatre.  Before joining the SCAD faculty in January 2011, my most recent post was at The Irish Repertory Theatre, where I first served as Managing Director of the $2.3+ million not-for-profit Off Broadway theatre company and later chosen as Development Director so that I could focus on the organization’s annual fundraising needs and its $20 million capital campaign.  While working professionally, I completed my M.B.A. at Nyack College and subsequently served as adjunct faculty teaching a variety of undergraduate business courses.  Over the years, I have also participated with summer theatre festivals, worked for the arts education company Camp Broadway, with Off Off Broadway theatre company’s, and even managed classical singers.  Aside from my teaching role, I also serve on the faculty Collaborative Initiatives Council and I am a grant reviewer for the Georgia Council for the Arts.  For detailed information, you may visit www.patrickkelsey.com.

  1. ABOUT YOU

If we are not in the physical classroom together, take a few moments to create an Introductions entry via Blogs – Introductions and Reflections in the Blackboard menu.  (Note:  I am asking for a bit more information than what is suggested so that I may get to know you better.)  Include, at minimum, the following information:

  • Name,
  • Hometown,
  • Current location,
  • Educational history,
  • Summary of your professional experience,
  • Your thoughts on the role and responsibilities of today’s arts administrator,
  • Whether you interested in for-profit or not-for-profit efforts,
  • What discipline(s) do you plan to work in,
  • What would be your ideal job,
  • Your reason for taking business design and arts leadership courses at SCAD,
  • Your plans after completing your MA, and
  • A professional photo and a link to your website.
  1. DEPARTMENT OF BUSINESS DESIGN AND ARTS LEADERSHIP

Most of the official Departmental information will be posted on the Departmental Blackboard Community.  Before asking about deadlines, internships, Review for Candidacy (final project), etc., review the information posted first.

If you have not already joined Facebook’s “SCAD Business Design and Arts Leadership Department” or LinkedIn’s “SCAD BDAL Students and Alumni,” I encourage you to do so to stay connected with what is happening outside of the classroom while a student and as a professional.  Feel free to send me a LinkedIn network request too.

In addition, the visit the Department of Business Design and Arts Leadership Website/Blog.  It contains current news, job notices, and other resources that should be of interest to you.  Suggestions are welcome too.

You may also wish to consider in participating in the “SCAD Student Arts Managers Club” (SAM).  You can find SAM on Facebook too.  An eLearning chapter exists too and you can find them at SCAD Student Arts Managers eLearning Club (SAMe).  They are active year round conducting fundraisers and arranging events and trips.  For example, in Spring Quarter 2013 and 2014 they raised the funds to subsidized travel to Washington DC and attend the Arts Advocacy Day as well As the Emerging Leaders in the Arts Symposium at American University.  You only need reach out them to participate.

  1. EXPECTATIONS AND FINAL REMARKS

Kaizen ~ A Japanese term meaning “continuous improvement”

Students of business design and arts leadership, I cannot hide the fact that I am not a trained marketing guru, Certified Public Accounting, a lawyer, an Information Technology professional, etc.  What I am is an arts administrator, a “jack of all trades, master of none,” and I practice kaizen every day.  That which I do not know, I make the effort to learn.

Why do I spend time learning something new every day?  Two reasons.

One, time does not stand still and by the time you go from classroom to the “real world,” the odds are that some things have already changed.  You need to keep abreast of those changes, always.  This can be done through a variety of ways such as magazines, news feeds, newsletters, trade associations, pod casts, etc.  I encourage you too to subscribe to as many informational sources as you can handle so that your skills are always fresh and innovative.

Second, the reason I spend time learning is that the more I know the less money I spend on a professional.  Can you hire a lawyer to draft a basic employee agreement or file a copyright application, a CPA to do your bookkeeping or to prepare for you a set of financial statements, a marketing professional to create a social media campaign or tell you what new ideas you should be implementing, or an Information Technology professional to tell you what your information needs are?  Sure, you can.  They are happy to take your money.  However, if you are an arts administrator managing limited resources and a modest budget, why would you want to incur the additional expense?  Consider undertaking as much of the work as you can before calling in the professionals.  I will guarantee that you will be a better and more marketable arts administrator for it.

Often I have heard that my expectations are not clear.  I would like to clarify that.  I expect you to learn as much as you can about the subject matter not only from what I convey, but through your own exploration of the material.  I expect you to contribute to the conversation.  And, I expect you to put as much effort into the coursework as you can and to produce quality “professional-grade” work.  I will not be “teaching to the test.”  I will be preparing you for a career in the field of arts administration and to think like an arts administrator.  Embrace this educational opportunity and the lessons learned.  In my role as an educator, I reserve the right to critique or comment on your level of professionalism in or outside of class too as it relates to your professional marketability and career advancement.  If you plan to put only the minimum amount of work in and wish to settle for a “satisfactory” grade, then I recommend you withdraw and enroll in another section of the course where I am not assigned.  I wish to see as exemplary work as possible for the duration of the course and beyond.

Much of learning is successfully completing the work assigned and actively participating in the discussion.  In addition, I expect you to respect your colleagues and their own educational endeavors.  We have numerous disciplines being represented in the classroom and each of your peers has their own unique interests.  My challenge is to address all disciplines and all interests regardless of one’s level of experience or skill.  My courses are not always the easiest, but having worked as a professional arts administrator I do know what you need to know, as the odds are I have done the work already.  I strongly feel that you can either learn this material on the job or in the classroom.  I promise you that the latter is much more forgiving if you do not have the right answer.

Finally, let me say that it is a pleasure to serve you as the instructor for this course.  I hope that through the subject material and our discussions that your course expectations will not only be met but instead exceeded.  If this is your first course in the program, consider looking over the New Students page too. It will help.

Let me know if you have any questions.  Thank you.

Sincerely,

Patrick A. Kelsey, MBA, MFA
Professor
Business Design and Arts Leadership