Cover

home about expectations

resources course overview

learning outcomes IDEA schedule &

sessions

course syllabusb l e n d e d m o d e li n s t r u c t o r v e r s i o n

Cover

weekend classes Marketing Management MKTG 300

nextB e n e d i c t i n e H a l l m a r k s 2 0 1 1 - 2 0 1 2 STABILITY STEWARDSHIP

Benedictine UniversityMargaret and Harold Moser Center1832 Centre Point CircleNaperville, IL 60563

Love of Christ and Neighbor Prayer Stability Conversatio Obedience Discipline Humility Stewardship Hospitality Community

Phone: (630) 829-6289Fax: (630) 829-1375

moser college mission and vision

Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs.

Enhances scholarship, leadership skills, social responsibility, and promotes life-long learning.

Provides high-quality, easily accessible educational opportunities for adult learners.

Enables adults to earn specific undergraduate and graduate degrees while maintaining their personal and professional commitments.

Develops new degree and non-degree programs that address the expressed needs of the professional community.

course syllabusb l e n d e d m o d e l

Moser College Mission Statement: Moser College embodies the values of respect, excellence, collaboration, and professionalism. We are committed to delivering innovative and dynamic programs designed for adult students who are dedicated to enhancing their professional, local, and global communities. Moser College Vision Statement: To be one of the premier university colleges in the nation.

MKTG 300

Marketing Managementinstructor version

about this document about Moser Collegeabout blended learninghallmarks of a Benedictine education student expectations attendance policyfinancial aid submission of work library resourcesservices for students with disabilities

Academic Honesty PolicyAPA formatting and stylenetiquette course overviewrequired textbooks grading scale IDEA objectives IDEA descriptionlearning outcomescourse schedule

content links index

2Content Links

http://ben.edu/academic_programs/moser/about/mcaps-mission-and-vision.cfm

http://ben.edu/academic_programs/moser/about/mcaps-mission-and-vision.cfm

http://www1.ben.edu/programs/adult_cohorts/Current_Students.asp




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3

About Your Program at Benedictine University – Moser College

About This Document

This is a hypermedia document – it has been built to mimic navigation on the web. This document can also be viewed as a presentation or it can be printed like a traditional document. We use this sort of document because it allows for navigation links (hyperlinks) to text, graphics, audio/video, and the web. This type of document also allows you to navigate in a nontraditional, nonlinear way – by following the page links you are not bound to read or flip through the document in any sort of order. This is yet another example of Moser College’s commitment to advancements in technology and blended learning.

About Moser College

The Moser College of Adult & Professional Studies delivers its curricular programs in a specifically designed structure deliberately oriented for working, adult learners. The Moser College is committed to providing a learning environment which extends beyond the classroom and is designed specifically to meet the needs of its students and their employers by bringing a quality educational experience without requiring the student to relocate or travel extensively beyond their home area. Benedictine University's Moser College of Adult & Professional Studies is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools*.

hallmarks of a Benedictine Education:

About

About Blended Learning

Blended learning is the integration of different learning environments: mainly the online format with the face-to-face format, but may also include mobile learning. Blended learning, also referred to as hybrid learning, relies on both the advantages of digital/technology innovation and the methods of face-to-face instruction. At Moser College, we use blended learning by combining asynchronous online classroom sessions with a face-to-face classroom environment.

Marketing Management | MKTG 300

* web path Benedictine Univ Academic Programs Moser College

http://www.sxc.hu/browse.phtml?f=download&id=1287062




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The Ten Hallmarks of a Benedictine Education

A Benedictine Education

Based on the Rules of Saint Benedict, a Benedictine Education is based on the Benedictine Wisdom Tradition that sets as its goals the transformation of the Human mind AND Heart and has at its foundation “The Ten Hallmarks of a Benedictine Education”. The Ten Hallmarks

Each academic year Moser College will be celebrating two of the Hallmarks. This academic year 2011-2012, the Hallmarks Stability and Stewardship have been chosen. The ten hallmarks are:

1. Love of Christ and Neighbor

2. Prayer: a Life marked by liturgy, lection and Mindfulness

3. Stability: commitment to the daily life of this place, its heritage and tradition

4. Conversatio: the way of formation and transformation

5. Obedience: a commitment to listening and consequent action

6. Discipline: a way toward learning and freedom

7. Humility: knowledge of self in relation to God, others and creation

8. Stewardship: responsible use of creation, culture and the arts

9. Hospitality: openness to others

10. Community: call to serve the common good

Portrait (1926) by Herman Nieg (1849–1928); Heiligenkreuz Abbey, Austria

Hallmarks


http://www1.ben.edu/programs/centers_institutes/CMI/rule.asp

http://www1.ben.edu/programs/centers_institutes/CMI/The%20Ten%20Hallmarks%20of%20Benedictine%20Education.pdf




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Student Expectations

Expectations of Students

In order to get the maximum use of the time available, it is expected that you will: • Read the material to be covered in the class and complete

required assignments prior to attending the class/session;• Arrive/login to class/session prepared to participate actively; • Be prepared to actively participate in the collaborative activities

of each class/session; and• Always feel free to seek additional help from the instructor when

the need arises.

Attendance Policy

Students may not miss more than 25% of the live classroom sessions. Doing so will result in an F for the course.

Expectations

financial aid information


Submission of Work

All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor. Assignments must be submitted by due date. Any assigned work submitted late for any unexcused reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L. In the event that you miss an examination for due cause, arrangements must be made with the instructor for a make-up examination. Important criteria concerning the submission of work:

• Make-up examinations may differ from the original class examination.

• Per University policy, assignments cannot be accepted by an instructor after the last day of the course.

• Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes. information concerning netiquette:




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Financial Aid Information

Applying for Financial Aid

A college education is one of the largest financial investments a family will make. We believe that an education from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial Aid is dedicated to helping students and their families make a Benedictine University education affordable. We view the process of financing an education as a partnership. Although the student and his/her family have primary responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have a variety of financial aid programs available to students who need financial assistance.

Financial Aid

Types of Financial Aid

Benedictine University's Office of Financial Aid administers a variety of federal, state and institutional programs of student financial assistance. All financial aid recipients must maintain satisfactory academic progress in accordance with the published, "Satisfactory Academic Progress Policy for Financial Aid Recipients.“

• After completing the financial aid application process, the student will receive a financial aid award notification letter. The award letter will include the program(s) that the student is eligible to receive and the award amount(s).

• Grants/Scholarships - Grants and scholarships are considered to be gift assistance. This means the awards do not have to be repaid.

• Loans - Loans are considered to be a form of self-help assistance. Loan programs provide funds for educational purposes and are paid back with interest.

• Employment - Part-time jobs on campus are available to students through the University and Federal Work-Study program. Students working on campus receive a bi-weekly paycheck.

• Applying for Financial Aid – All students applying for financial aid are asked to complete the Free Application for Federal Student Aid (FAFSA).FAFSA – Free Application for Federal Student Aid

The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance. It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax returns readily available when completing the FAFSA. Include Benedictine University's school code: 001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent information, one parent must also sign you FAFSA.


http://www1.ben.edu/resources/financialaid/documents/2012SAPPolicy.pdf

http://www.fafsa.gov/



http://www.fafsa.ed.gov/

http://www.pin.ed.gov/PINWebApp/pinindex.jsp







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About Netiquette

What is Netiquette?

"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.

Netiquette

Netiquette Basics

1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice 3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with

friends may not be appropriate in a classroom or in an online conversation with an instructor 4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the

web, 3) providing links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs and headers and 6) limiting your use of attachments

5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier for the poster, but it is not easier for the reader

For more information please review Netiquette by Virginia Shea

Inappropriate Online Usage

1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often online then in face-to-face interaction, because there is an illusion of anonymity.

2. Flaming is neither productive nor appropriate for the learning environment3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to

grammar, punctuation and spelling corrections4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling

and is often seen as a form of aggression5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text

language

Confidentiality and Privacy

1. Email, messaging and posting are forms of written record and are just as permanent as a letter or document

2. Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)

3. Respect copyright and cite any and all sources 4. Do not expect that your communications are private, instead assume all communications are

public





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Benedictine’s Library Resources

Benedictine University Libraries strive to provide the resources for all of your academic and research needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7 days a week, we are here to assist you in person and online.

The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access:

• Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library

• Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases

• When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access

• Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is the Library ID number with X’s being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card

• For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or [email protected]. Please take note of Library hours and staff directory located on the Library Website under About the Library and feel free to contact us about any concern or need you might have

8

Resources for Success

additional resources for student success:

Library


http://www.ben.edu/library

mailto:[email protected]




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University Academic Honesty Policy

The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community.

To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: www.ben.edu/ahp

9

Resources for Success

APA Formatting and Style

All course assignments must use APA citation and formatting. This is a mandatory requirement for all assignments, including discussions, if a publication or other work is being referenced. For more information on APA, please see the APA Style section at the website of the American Psychological Association, linked here: www.apa.org/

APA resources for students: www.apa.org/about/students.aspx

Services for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program.

Other Resources


http://www.ben.edu/ahp

http://www.apa.org/

http://www.apa.org/about/students.aspx




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IDEA Objectives

• Acquiring skills in working with others as a member of a team.

• Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)

• Gaining a broader understanding and appreciation of intellectual/ cultural activity (music, science, literature, etc.)

• Developing skill in expressing oneself orally or in writing.• Learning how to find and use resources for answering

questions or solving problems.• Developing a clearer understanding of, and commitment to,

personal values.• Learning to analyze and critically evaluate ideas,

arguments, and points of view.• Acquiring an interest in learning more by asking questions

and seeking answers.

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Individual Development and Educational Assessment

IDEA Description

The IDEA student survey focuses on the instructor’s learning objectives for the course and on the progress each student made toward achieving those objectives. By answering thoughtfully and honestly, your ratings and comments will be much more helpful – to the instructor, the department chair, and the dean of the college. As students, you should also know that student ratings and comments have been used to help evaluate courses and to improve the educational experience at Benedictine University. The appropriate standard of conduct with respect to student surveys is thoughtful comments and constructive criticism – respectfully communicated.

A Focus on Learning

“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than emphasizing teaching style or personality, the IDEA system focuses on student learning and the methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5

IDEA


http://www.theideacenter.org/node/5




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Course Description

An investigation of the basic principles of marketing, with an emphasis on the practical application of those principles to formulate marketing plans that will deliver value to customers and meet the goals of the organization.

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Faculty Weekend Course Overview

Course Materials Required Textbook and Materials Kerin, R., Hartley, S., Rudelius, W. (2012). Marketing. (11th ed.). ISBN 978-0078028892

Suggested Course Materials The St. Martin’s Handbook: Author: Andrea Lunsford, Publisher: Bedford St. Martin’s year/ed: 2009 ISBN 978-0-312-59454-1

In addition, students will need access to current scholarly articles from Benedictine University’s electronic library resources.

The Course Grading Scale

Technological Computer Requirements Students in the Blended program will need: High-speed Internet access; a sound card and speakers; Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or higher. It is also highly recommended that students have access to a microphone or webcam for optional audio/videoconferencing.

A = 4.00 90 - 100% EXCELLENTB = 3.00 80 – 89% GOODC = 2.00 70 – 79% SATISFACTOR

YD = 1.00 60 – 69% PASSF = 0.00 BELOW 60% FAIL I = INC INCOMPLET

E

Course Overview

Discussion Forum Guidelines To receive a minimum passing grade, students must make a post to each discussion question for that week by day 4 of each week and respond to at least two other postings by the end of the week. Individual Posts are worth up to 5 points and the total Response Posts are worth up to 5 points total. Each discussion will total up to 10 points.





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Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy

Learning Outcomes

FNAR 100 | Art Appreciation

Wk Bloom’s Level

Learning Objective Benedictine Hallmark and/or IDEA Obj COI

Assignment Pts

1A Level 4Analyzing

Evaluate marketing practices for personal and professional growth.

IDEA Obj 9: Learning how to find and use resources

• Icebreaker/Energizer• Personal Branding• SWOT Analysis • Sample Case in class• Chapter Questions

10 pts10 pts20 pts50 pts20 pts

Level 3Applying

Engage active learning scenario and brainstorm solutions

IDEA Obj 12: Acquiring an interest in learning

PBL: BrainstormIntroduce the PBL topic and brainstorm solutions

PBL will total 400 pts

1B Level 4Analyzing

Investigate scholarly or expert source(s) allowing adult learners to develop course materials


Review selected source: Marketing in the News

Icebreaker/Energizer

10 pts

10 pts

Level 4Analyzing

Scrutinize the text for key ideas and concepts, to be used as “talking points”

IDEA Obj 2: Learning fundamental principles

Student Lead discussion from Chapter Summaries

Chapter Questions

20 pts

20 pts

Level 3Applying

Stimulate learning through the problem scenario and explore prior knowledge


PBL: Problem StatementUse prior knowledge to develop the problem statement


2A Level 3Applying

Targeting marketing opportunities through the marketing process and creating customer value

IDEA COI: SocialHallmark: Community

Discussion Post and two Response Posts on D2L

10 pts

Level 5Evaluating

Apply course concepts in an explanatory case study, exploring causation and underlying standards

IDEA Obj 4: Developing specific skills

Case Analysis 1 50 pts

2B Level 3Applying

Targeting marketing opportunities through buyers, markets, consumer behaviors, and global markets



10 pts

Level 5Evaluating




3A Level 4Analyzing





10 pts

10 pts

Level 4Analyzing




Chapter Questions

20 pts

20 pts

Level 6Creating

Design self-directed learning opportunities by outlining a plan


PBL: Action PlanDevelop solution and outline an action plan


Level 5Evaluating

Assessing new knowledge, new skills and mastery of concepts.


Group Quiz # 1 50 pts




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Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy

Learning Outcomes

FNAR 100 | Art Appreciation

Wk Bloom’s Level

Learning Objective Benedictine Hallmark and/or IDEA Obj COI

Assignment Pts

3B Level 4Analyzing





10 pts

10 pts

Level 4Analyzing




Chapter Questions

20 pts

20 pts

Level 6Creating

Develop a marketing presentation (extended elevator pitch) for a new product, service, brand and/or corporate identity


PBL Product 1Marketing Plan Presentation

200 pts

4A Level 3Applying

Targeting marketing opportunities through marketing research and marketing segmentation



10 pts

Level 5Evaluating




4B Level 3Applying

Targeting marketing opportunities through internal/external influences



10 pts

Level 6Creating

Develop and propose a formal marketing plan for a new product, service, brand and/or corporate identity


PBL Product 2 /ReflectionFormal Marketing Plan

200 pts

Level 5Evaluating

Reflect on the course as a whole and share your experiences in D2L.


Reflection Activity in D2L

50 pts

Total Points for the Course

Discussion Questions (D2L) 10 pts ea x 4 = 40 pts 4% of total grade

Reflection Activity (D2L) 100 pts ea x 1 = 50 pts (see above)Icebreakers/In Class Energizer 10 pts x 5 = 50 pts 2% of total grade

Written Assignments 50 pts ea x 4 = 200 pts

10% of total grade

In Class/Group Assignments 10 pts ea x 5 = 50 pts 3% of total grade

Chapter Questions 20 pts x 4 = 80 pts 4% of total gradeIn Class Discussions 20 pts ea x 4 = 80 pts 4% of total grade

Assessments 50 pts ea x 1 = 50 pts 20% of total gradePBL project/presentation 400 pts x 1 = 400

pts50% of total grade

Total Points for the Course = 100 pts

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sessions


Faculty Weekend Course Schedule

Session Loc. Class Title Assignments 01 A F2F Marketing Strategy and the

Environment.• n/a – no pre-assignment for this course • Icebreaker/In-class Energizer• Multimedia: Initiating the Marketing Process• Review Part 1 in class • Create a personal, “Mock Brand” • Complete a SWOT Analysis of a product/service • Sample case analysis in class • Chapter Questions • PBL: Introduce the PBL topic and brainstorm

solutions

01 B F2F Marketing Strategy and the Environment.

• Multimedia: Understanding Buyers and Markets

• Icebreaker/In-class Energizer• Review selected source (ie. Marketing in the

News)• Student lead discussion from Chapter

Summaries • PBL: Use prior knowledge to develop the

problem statement , then develop an action plan

02 A online Strategy and Products. • Read Part 2 (Chap 5 -7)• Discussion Post and Response Post • Case Analysis 1 due 2B– submit to dropbox

02 B online Strategy and Products. • Read Part 3 (Chap 8 & 9)• Discussion Post and Response Post • Case Analysis 2 due 3A – submit to dropbox

03 A F2F Direct & Online Marketing and the Global Market.

• Multimedia: Satisfying Marketing Opportunities • Icebreaker/In-class Energizer• Review selected source (ie. Marketing in the


Summaries • Group Quiz (suggested week)• PBL: Make a proposal and develop presentation

for review

03 B F2F Direct & Online Marketing and the Global Market.

• Multimedia: Managing the Marketing Process• Icebreaker/In-class Energizer• Review selected source (ie. Marketing in the


Summaries• PBL: Marketing Presentation (Elevator Pitch)

04 A online Pricing & Market Channels. • Read Part 4 (Chap 10 – 20)• Discussion Post and Response Post • Case Analysis 3 due 4B – submit to dropbox

04 B online Developing New Products. • Read Chapter (21 & 22)• Submit Formal Marketing Plan to the D2L

Dropbox • Discussion Post and Response Post • PBL: Formal Marketing Plan – submit to

dropbox • Reflection Activity in D2L

Course Schedule





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Learning Objectives 1. Discuss what Marketing is.2. Develop the major trends and forces that are changing

the marketing landscape.3. Compare the four steps in companywide strategic

planning.

4. Compile a list of marketing management functions. 5. Elaborate how companies react to the marketing

environment.6. Creating steps in the market research process.7. Analyze how companies utilize marketing information.

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Faculty Weekend Session 1A

Session 1A

Activities, Assignments and Agenda REVIEW IN CLASS: Part 1 (Chap 1 – 3) In Class Assignments: Icebreaker/In-Class Energizer(suggested activities – as a class, individually or in small groups) 1. Complete an In-Class Activity

• group and pair activities which encourage collaborative learning, active learning, and self-directed learning

2. Complete an Icebreaker • get-to-know you, team building or group games• see the “Successful Lessons” section at the end of this

document3. Complete an Energizer

• during natural breaks in class start an energizer• these should be tailored to the audience, build intensity, be

flexible, be enthusiastic, and should change routine• see the “Successful Lessons” section at the end of this

document

Multimedia: “Socratic Seminar”4. Prepare

• formulate a list of eight to nine discussion questions from this week’s reading and/or textbook review

• keep these open-ended to allow free discussion• be conscious of cultural, religious and gender sensitivities

5. Setup• post each of these on a virtual whiteboard (you can use a

blank PowerPoint slide, or a web resource such as: Scriblink, Web Whiteboard, CoSketch, RealtimeBoard, Scribblar etc.)

• have students sit in circles or arrange seats in an open forum• encourage students to use critical thinking skills, dialogue,

the dialectical method, to facilitate discussion 6. Engage

• refer to the textbook or pull online sources (such as Google images) as you are discussing

• “cluster” or graphically organize what students say in “branching bubbles” and “graphic mapping” (you can use Web 2.0 resources such as Bubbl, MindMeister, Mindomo, Exploratree)

• you can also use PowerPoint’s “SmartArt” to create cluster maps and graphic organizers

Chapter Questions: Choose a set of questions from the end of the chapters and have students answer these questions in small groups. Students should use APA format to answer the questions and should submit their answers to either the dropbox or share their answers in class.

PROBLEM or PROJECT BASED LEARNING

Step 1: Introduce the Problem Each group will be taking on the role of an internal marketing team or an external marketing firm. They will be marketing a new brand, a new marketing campaign, a new product, or a new service for an existing Fortune 500 Company. (Examples would be proposing: Sugar Free Skittles to expand the Skittles brand, or Target offering ordering online and in-store pickup similar to Walgreens, expanding Target’s services). It is sometimes helpful if the instructor imagines the ABC American reality television Shark Tank. The instructor will take on the role of the investor.

Step 2: Prior Knowledge 1. Prior Knowledge: What is marketing? What is a marketing mix?

2. Discussion: What can you bring to a Fortune 500 company? Why would they listen to your Elevator Pitch or proposal?

3. Activity: Small groups must determine the following:•Will you be an internal or external marketing group?•What company will you be pitching too?•What product, service, brand or campaign will you be developing?•Why will the company need this new project? •Why/How will it expand market share, and address consumer behavior? •How will this target new positions or segments, and what is the cost benefit?

In Class Work (suggested activities – as a class, individually or in small groups)

Individual Assignment: (suggested activity) Have students develop a personal “brand” which markets the idea “me” (“Who I Am?”). Have students develop a “branding name” and “corporate identity” through a verbal representation. And then have students develop a logo, graphic or symbol serving as the visual representation. Then post these in the classroom and have student try to “guess” whose corporate identity belongs to who.

Group Assignment: (suggested activity) Have students complete a SWOT analysis of a product or brand. Begin by showing examples of SWOT analysis. You may also choose to complete a sample SWOT analysis as a class and then have the students break into their groups to do an analysis on their own.

Sample Case Study: (suggested activity) Complete as a class or in small groups:Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. Students should choose one of these for the Case Study.

Students should address these 5 subtopics: 1. clearly identify the “actors” (the person(s) involved 2. summarize the scenario 3. specifically state the conflict, dilemma or situation 4. state an opinion or solution concerning the case 5. support ideas with course material and course discussions





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16

Faculty Weekend Session 1B

Session 1A

Learning Objectives 1. Discuss and describe the stages in the buying decision

process.2. Build a list of major factors that influence the business

buying behavior.3. Develop a customer driven marketing strategy.

4. Elaborate the difference between consumer and

business markets.5. Assess a product and classify the differences between

products and services.6. Compile the four characteristics that affect marketing.7. Discuss the major decisions undertaken to aid

advertising programs.

Activities, Assignments and Agenda REVIEW IN CLASS: Part 2 (Chap 5 – 7) In Class Assignments: Icebreaker/In-Class Energizer(suggested activities – as a class, individually or in small groups) 1. Complete an In-Class Activity






document













Recap Steps 1 & 2 At the end of this course groups will create a marketing plan and presentation for a new brand, new product or new service for an existing company or corporation. Each week, groups will meet to fulfill a “milestone”. This will be a practice step which will help the groups better understand marketing (and the marketing mix). .

Step 3: Develop the Problem Statement 1. The Five W’s: Start with who, what, where, when and why in order to

develop a problem statement

2. Vision: Predict the outcome or what the outcome would look like if the problem was solved

3. Issue: Specifically define the issue or dilemma

4. Method: List possible methods to solve the problem

Step 4: Brainstorm Solutions Use various tools to come up with solutions, such as: graphic organizers, sticky notes, whiteboard sessions, analogy, anti-solution, channeling, and/or brainwriting.

Step 5: Develop an Action Plan Create measureable milestones and break up large tasks into smaller, manageable chunks. Put time lines on all action items. Schedule the plan.


Group Assignment: (suggested activity) Have students complete a SWOT analysis of their PBL proposal.

In Class Discussion:Discuss the “internal” and “external” factors which affect a company and the success of its brand(s). Continue to discuss the “environment” and “factors” which allow marketers to better understand the marketplace, customer needs, as well as other intermediaries (suppliers, competitors etc.).





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Learning Objectives

1. Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.

2. Analyze and explain the importance of marketing and the role in plays in the building of a successful company.

3. Apply the material in chapter 1-2 to assist in the discussion with your current group.4. Actively engage the students by sharing your existing knowledge of marketing with regard

developing and incorporating the key aspects of the marketing plan so every everyone can benefit and be involved.

17


Session 1B

Activities, Assignments and Agenda

All assignments and assessments must be completed by the next F2F session. Written assignments should be submitted to the appropriate dropbox. Discussion Questions should be completed on D2L.Other assignments are due in F2F class.

Reading: Part 2 (Chap 5 – 7)

Individual Assignments Discussion Question(s): Microenvironment

Describe how a firm's microenvironment can determine how profitable it will be? Provide examples of organizations as well as aspects of their microenvironment which have hindered or benefitted growth.

Peer Response Post • review peer posts to the Discussion Topic and/or instructor’s

posts and comments • respond to one of these posts engaging in a virtual

conversation • be sure to keep up positive dialogue with peers

Case Analysis 1Throughout the readings brief cases, scenarios, and narratives are used to illustrate ideas and concepts in practical ways. Students should choose one of these for the Case Study.


Individual Assignments Chapter Summaries/Chapter OutlinesStudents should outline key ideas and key concepts from the Chapter Reading assignments. This is a self-directed learning assignment, and can be thought of as “talking points” – that is outlining key ideas and making connections.

Talking points are lists of key ideas or key phrases used during public speaking, speeches, meetings, or conferences. These points outline the speaker’s agenda, the speaker’s purpose, and act as cues for the speaker’s pacing. Use talking points to outline a chapter, summarize the key points and/or make connections to class discussions and other materials.

Group Assignments Marketing in the NewsSmall groups have the opportunity to develop course materials – by locating articles, sources, clips or other media which connects to the course content. Connecting course material to current events or culture, not only adds to the richness of the course itself, but it diversifies the sources, the ideas and the vision of the course. Groups will share these sources in class. These sources should be found as a GROUP prior to F2F class. Suggested responsibilities of the group:

• one member shares highlighted bullet points from the article (summarizing its content)

• other group members add ideas, footnotes, commentary or supplemental information

• all group members determine whether the article is important to everyday people and why/why not

• all group members share opinions, critiques, criticisms and commentary





sessions


Learning Objectives

1. Participate in the weekly discussion question and subsequent forum threads to enhance the learning experience.

2. Analyze and explain the importance of products and services and the role they play in the building of a successful marketing plan.

3. Apply the material in chapter 3 – 5 to assist in the discussion with your current group.4. Actively engage the students by sharing your existing knowledge of marketing with regard to

buying behavior and advertising so every everyone can benefit and be involved.

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Session 1B



Reading: Part 3 (Chap 8 - 9)

Individual Assignments Discussion Question(s): Social Media

Do you feel that social media and networking advertising will exhaust itself or is it here to stay? Why? What cultural factors have led to the explosion of social networking? Can an organization succeed if they ignore this new segment?

















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Learning Objectives 1. Discuss the three major pricing strategies.2. Analyze the major strategies for pricing new products.3. Discuss how companies adjust their prices for different situations. 4. Justify why companies use marketing channels.5. Interpret the major channel alternatives companies consider.6. Elaborate on the importance of marketing logistics.

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Session 1A

Activities, Assignments and Agenda REVIEW IN CLASS: Part 4 (Chap 10 -20) In Class Assignments: Icebreaker/In-Class Energizer(suggested activities – as a class, individually or in small groups) 1. Complete an In-Class Activity






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Recap Steps 1 – 5At the end of this course groups will create a marketing plan and presentation for a new brand, new product or new service for an existing company or corporation. Each week, groups will meet to fulfill a “milestone”. This will be a practice step which will help the groups better understand marketing (and the marketing mix).

Step 5: Develop an Action Plan Create measureable milestones and break up large tasks into smaller, manageable chunks. Put time lines on all action items. Schedule the plan.

Step 6: Make a Proposal Create a proposal outlining the solution. Possible solutions could include: creativity programs, art education increases problem solving and critical thinking skills, understanding self expression, art is communication, art presents new ideas, art serves as ways of marketing and visualizing ideas, and art increases social awareness


Group Assignment: (suggested activity) Create a short answer quiz covering the material thus far. This quiz should include “short answer” or “essay” questions. This quiz can use “real world” scenarios. It is recommended that the instructor not rely solely on T/F and Multiple Choice as those tend not to target Evaluation, Examination, Discussion or Development (as goals). This can be complete in small groups, in class.

Note: Kerin, Hartley and Rudelius provide PowerPoints and Quizzes with the teacher edition of the text. Feel free to pull from these sources to create the Quiz.

If you would rather schedule this Quiz for Week 5, that would be acceptable. But do remember, groups will be presenting that night.

Group Assignment (suggested activity):Review a copy of a marketing plan for a Fortune 500 company. Evaluate this plan for its successes and shortcomings.





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Learning Objectives 1. Analyze how companies find and develop new products.2. Compile a list of the new product process.3. Determine the stages of the product life cycle.4. Discuss social responsibility in marketing.5. Develop consistent ways to generate successful ideas.

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Session 1A

Activities, Assignments and Agenda REVIEW IN CLASS: Part 5 (Chap 21 -22) In Class Assignments: Icebreaker/In-Class Energizer(suggested activities – as a class, individually or in small groups) 1. Complete an In-Class Activity






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Recap Steps 1 – 6At the end of this course groups will create a marketing plan and presentation for a new brand, new product or new service for an existing company or corporation. Each week, groups will meet to fulfill a “milestone”. This will be a practice step which will help the groups better understand marketing (and the marketing mix).

Step 6: Make a Proposal Create a proposal outlining the solution. Possible solutions could include: creativity programs, art education increases problem solving and critical thinking skills, understanding self expression, art is communication, art presents new ideas, art serves as ways of marketing and visualizing ideas, and art increases social awareness.

Step 7: Present and Review Present the developed materials and solicit feedback from peers and instructors. Exchange materials with peers, and create a portfolio of peers’ works.


Group Assignment: (suggested activity) You may want to give groups time to polish their plans.

Formal Marketing Plan Presentation: Sales Pitch Groups of three or four people will develop a marketing plan by the end of the course. The standard components include: 1) Executive Summary, 2) Current Market, 3) Threats and Opportunities, 4) Objectives/Issues, 5) Strategy, 6) Action Programs, 7) Budgets, and 8) Controls.

“Sales Pitch”In order to create a PBL (problem-based learning) scenario, have groups “pitch” their marketing plan to the other groups and the instructor. The audience should take on the role of investors and determine if they would invest in this new marketing plan or campaign. The presenters should take on the role of entrepreneurs, marketing consultants, or a marketing department. Successful grades should translate from successful pitches (ie. if the team presentation would be a plausible investment).





sessions


Learning Objectives 1. Participate in the weekly discussion question and subsequent forum threads to enhance the

learning experience. 2. Complete the group activity assignment.3. Analyze and explain the importance of sustainable marketing and the role of ethics when creating

a successful marketing plan.4. Apply the material in chapter 6 - 9 to assist in the discussion with your current group.5. Actively engage the students by sharing your existing knowledge of marketing with regard to the

value that’s created by salesmen/women and how companies adapt their marketing plans. Ensure all students participate so every everyone can benefit.

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Session 1B



Reading: Part 4 (Chap 10 – 20)**This is a large reading assignment. You may choose to assign less than Part 4 in its entirety. Chapters 10, 11, 12, 15, 18, and 19 are probably the most important.

Individual Assignments Discussion Question(s): Brand

Why is the "brand" of a product such a powerful asset of an organization? And how does a strong brand provide a competitive advantage for a company? What does a weak brand do for the organization? Provide examples.

















sessions


Learning Objectives 1. Participate in the weekly discussion question and subsequent forum threads to enhance the

learning experience. 2. Complete the group activity assignment.3. Analyze and explain the importance of marketing and the role in plays in the building of a

successful company.4. Apply the material in Chapter 15-16 to assist in the discussion with your current group.5. Actively engage the students by sharing your existing knowledge of marketing by discussing the

product life cycle. Ensure all students participate and are involved.

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Session 1B

Activities, Assignments and Agenda Individual Assignments Discussion Question(s): Acquisition

Many companies purchase other companies or individual product or brands from other companies to acquire new products. For example, Disney recently agreed to purchase Marvel Entertainment and its portfolio of more than 5,000 characters, such as Spiderman and Captain America, for $4 billion. Was this a smart acquisition? Why or why not? Could Disney have done something else that would have created more value?




Reflection Activity (in D2L Discussion Forum):A second discussion question is in the forum for the 5B week. This question is as follows:

Now that you have completed the course, please take a few moments to reflect on your experience. In two paragraphs (please follow APA style) explain the following:

1. What were your initial expectations of the course or course material? How have these expectations changed?

2. How did you motivate yourself to complete the course assignments? Which assignments were the most valuable to you? Which were the least? Why?

3. List three things you learned from this course. Why were these ideas/concepts important to you?

4. What suggestions could you offer to improve this course?5. Talk about any disappointments you might have now that the

class is over. Compare these to your successes.

D2L Final Dropbox SubmissionFormal Marketing Plan (Written Assignment):Groups of three or four people will develop a marketing plan by the end of the course. The standard components of a marketing plan: 1) Executive Summary, 2) Current Market, 3) Threats and Opportunities, 4) Objectives/Issues, 5) Strategy, 6) Action Programs, 7) Budgets, and 8) Controls.

The Marketing Plan should address this criteria:

1. How the marketing plan will expand markets

2. How the marketing plan will work within existing marketing programs and campaigns

3. How the marketing plan will introduce new, specialized strategies

The Marketing Plan should, also:

4. introduce something new to the marketing mix

5. add new product planning and help the company enter new markets

6. should try a new strategy to fix an existing problem

7. connect to an overall business plan





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23

Sample Icebreakers, Energizers, and In-Class Activities ACTIVITIES

1. Think-Pair-Share on this week’s Chapter readings and key conceptsPREPARE• teacher prepares questions use the chapter summaries or

chapter questions at the end of each chapter in textbook• compare these to the learning objectives and outcomes• teacher gives one question to each student or pair

SETUP• students reflect on these questions for few minutes individually • students pair up and compare ideas

ENGAGE• pairs develop a succinct list of ideas and content • pairs share with the class as a whole• other groups/pairs comment

2. KWL on this week’s Chapter readings and key conceptsPREPARE• teacher explains KWL to the class • students make three columns:

KNOW – WANT TO KNOW – LEARNED

SETUP• have students list what they know about a topic• have students list what they would like to learn more about or

what material they have questions on • have students list everything learned in tonight’s discussion

or from their readings

ENGAGE• students share with the class as a whole

3. Venn Diagram on this week’s Chapter readings and key conceptsPREPARE• teacher should use a blank template and make copies• you can use PPT’s SmartArt graphic• teacher explains Venn diagrams to the class

SETUP• use a Venn Diagram to compare this week’s material to last

week’s material or next week’s material • use the Venn Diagram to compare and contrast opposing

ideas from the text

ENGAGE• students share with the class as a whole

4. 3-2-1 Response on this week’s Chapter readings and key conceptsPREPARE• teacher explains the 3-2-1

SETUP• students list three new things learned • students list two things that were anecdotal or interesting • students list any questions or confusing material

ENGAGE• students share with the class as a whole• list one question to pose to the class (use this question to

complete a new Think-Pair-Share)

ENERGIZERS 1. Peer teaching on this week’s Chapter readings and key concepts

PREPARE• teacher explains peer teaching • students complete an analysis or investigation of a concept

SETUP• students teach partners or group members about the concept• students solicit feedback or questions from other members

ENGAGE• students complete a 3-2-1 from what they have learned

2. +/∆ on this week’s F2F or Online lessons PREPARE• teacher’s determine if students will complete a +/∆ on the

teacher’s instructional methods, course content, the syllabus, the online discussions or other components of the course

SETUP• students list at least three of each +/∆

ENGAGE• students write their top +/∆ on the board up front

3. 1 MIN papers on this week’s Chapter readings and key conceptsPREPARE• teacher explain the one minute paper • teacher explains that this paper will be timed

SETUP• students write everything they know about a topic for one

minute and cannot stop writing

ENGAGE• students pass to the next person who then continues to write

about that topic for one more minute • repeat as many times as you like

4. Word association on this or last week’s key ideas PREPARE• teacher explain the word association process • students gather in small groups

SETUP• give each group a specific topic• students free-associate as many ideas for 2 minutes• there are no wrong answers

ENGAGE• students share with the class

5. Warm-up before this week’s lessonPREPARE• this is an “opening-act” can consist of a pre-test, a survey, or

questionnaire • this could also be a “Five W’s (Who, What, Where, When and

Why) about a specific scenario or content

SETUP• allow students to engage in the warm-up

ENGAGE• ask students to predict why they engaged in this activity

SUCCESSFUL LESSONS




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24

Sample Icebreakers, Energizers, and In-Class Activities ICEBREAKERS

1. Two Truths and a Lie on key concepts and key ideasPREPARE• teacher asks students to write down three statements • two of the statements need to be truthful, one has to be false

SETUP• students pass their list to their neighbor or partner• partners must determine which are true and which are false• partners should correct the false statement

ENGAGE• students check with the class to make sure answers are

correct – if they are not correct, the class explains why

2. “Maybe I don’t Know” on key concepts or key ideasPREPARE• teacher prepares questions: “I've always wondered about...”,

“If I could stay at any age, I'd like to be...”, “If I had the day off tomorrow, I would...”, “The most fun thing I did this year is…”, and “I've always wanted to (but never had the courage to) ...”

SETUP• students answer these questions for themselves • then students answer these questions for others in the room

ENGAGE• students compare their answers

3. “Have you ever?” on key concepts and key ideasPREPARE• teacher prepares questions or scenarios• these should be open-ended • they should allow for student’s to answer with their past

experiences or past events

SETUP• in groups, students share “Have you ever?” statements

ENGAGE• groups share their ideas in “clusters” or graphic

organizers/graphic mapping

4. Brain Teasers and Riddles ideally related to the coursePREPARE• teacher prepares a list of brain teasers and riddles

SETUP• teacher gives the brain teasers and riddles to students• as soon as one student completes one of the brain teasers or

riddles, the student is given another

ENGAGE• the student or group that completes the most wins

5. “Its So True” on key concepts and key ideasPREPARE• teacher prepares a list of “Its so True” (examples: “Driving

through a tunnel makes you feel excited.”, “Everyone had an uncle who tried to steal their nose.”, and “In every plate of chips there is a bad chip”)

SETUP• students have to come up with generalities and “Its So True”

statements either individually or in groups

ENGAGE• students debate one another on how true or fair these are

DE-INHIBITERS 1. Priority Pyramid on this week’s Chapter readings and key concepts

PREPARE• make copies of a blank pyramid chart for the class• PPT has a SmartArt pyramid that can be used

SETUP• have students rank the most important topics in this course –or• have students rank the most important topics in this program

ENGAGE• make a class pyramid through democratically voting on the

most important topics

2. Quotes on this week’s Chapter readings and key conceptsPREPARE• teacher prepares quotes from the textbook or from famous or

historical individuals

SETUP• students are given the quotes • students are asked to connect to the quotes personally• or connect the quotes to the chapter readings

ENGAGE• students share in class and explain why they have made the

connections they have made

3. Storytelling on this week’s Chapter readings and key conceptsPREPARE• teacher prepares a series of images • these should connect to the lesson

SETUP• students, in groups, try to link the images together in a

sequence, a series, or a narrative

ENGAGE• students share their stories in class

4. Bingo on this or last week’s key ideas PREPARE• prepare Bingo boards for key ideas and concepts

SETUP• play bingo, but use questions and answers to mark the

squares (an informal quiz)

ENGAGE• check answers and check for winners

5. Categories on key concepts and key ideasPREPARE• teacher prepares a handful of category pairs (Italian

Food/Chinese Food, Romance Movies/Action Movies, Motown/Country)

• teacher explains the premise to the class

SETUP• students gather in the groups that define them• students continue to move as the teacher introduces new

categories

ENGAGE• then the teacher introduces categories linked to the text• teacher facilitates a debate or discussion based on the

different categories

SUCCESSFUL LESSONS




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25

Philosophy behind the Course DesignCore PrinciplesThis course focuses on three main goals:1. Real world scenarios which teaches practical life and

business skills, through:• active learning activities • self-directed learning activities • collaborative learning activities

2. Critical thinking and problem solving • analysis of key ideas and key concepts • interpret information and apply it to problems • use logic and systematic approaches

3. Student-centered learning, through these guidelines:• this course is not teacher-centered• this course is an opportunity for students to connect

to the material • this course is an opportunity for students to share

their prior and professional experiences • this course is not a platform for the teacher to be

the “boss” or the “authority” • this course is a platform for the teacher to facilitate

debate, discussion and conversation

I recommend treating the course as a “vehicle.” That is, a method or pathway to exploring critical thinking skills, creativity, problem solving, team work, leadership skills, and written and oral communication skills.

• Use the PBL to justify the curriculum.

• Use discussion and dialogue to allow students to express their interest in the key topics and key ideas.

• Use exercises, lessons and activities that focus on real world situations. Avoid focusing on highly technical or highly specialized information until students have had a chance to explore generalities and the “big picture.”

• Use experiential learning activities. These are “experiences” as a opposed to note-taking, lecture, or formal educational models. Engagement is key!

• Remember, these are business majors! Link the content to business and innovation.

• I have listed a great number of activities, mini-lessons, and exercises in the previous pages. These are meant as an a la carte menu. Choose those that make sense based on your course discussions.

• Balance breadth and depth. Expose the students to as much of the text as possible. Try to go into depth on areas that they seem interested.

SUCCESSFUL LESSONS

Student-Centered, Adult Learning Here are some tips on creating a student-centered, adult learning environment:

1. Allow students to co-develop the curriculum for the next five weeks. Certainly rely on your expertise, but don’t dominate the conversation. If they are interested in specific topics or specific problems, then focus on those areas.

2. There is a lot of great material in the textbook. And the textbook does a great job of keeping the material accessible to all – even non-business majors. Reference the text as much as you can, but do so in a natural way.

3. Business is flexible. You can be too! If you plan a night’s worth of discussion on customer behavior, but the students are more interested in financial opportunities, then role with it. The best thing to do, is over-plan and practice improv.

4. Try not to allow your bias jade the conversation. As experts we tend to focus on specific areas, content, methods, etc. For an entry level class, there is no right or wrong method, there is no right or wrong content. There is an exploration of a BREADTH of material.

5. Question your practices. I have written this course many times. Each time, I add and subtract, modify and adjust. I find that no one thing works all the time.

6. Look for options. I have given you a lot of “suggested activities” and general frameworks which you can tailor to your needs. Just as I have given you options, make sure to give your students choices too. Create a learning pathway, not a rigid curriculum.

7. This syllabus is simply the content. It is “how” students are learning key skills. The most important parts of the adult curriculum:

• writing skills• communication skills• creativity and innovation• open-mindedness • teamwork and team building • problem solving skills • critical thinking skills• active listening skills• organization and prioritization • technology

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