1.1+Syllabus+&+Essential+Reading

Texts  No texts are required for this course however; students will be supplied with a Connecting to Business student workbook.

Attendance/participation  Attendance is mandatory for this course because all assignments and learning activities will be accomplished in class. For any reason a student must drop out of the class, they may enroll in the next available Connecting to Business course through the North Idaho College Workforce Education website or registrar office.

Late Work Policy Late work will not be accepted because all assignments and learning activities will be accomplished in class.

Grading Information  Performance will be assessed on three assignments throughout the course totaling 100 points. This is a pass/fail course and students must receive at minimum of 60 points to pass. Students, who do not receive enough points to pass, may retake one section in order to improve their grade. Students will be given constructive feedback and a copy of their assignment rubric immediately after the assessment. Here is a list of the assignments and activities as well as their point values:  Academic Integrity  Violations of academic integrity involve the use or attempted use of any method or technique enabling a student to misrepresent the quality or integrity of any of his or her work in the university and the program of study. Students who violate academic integrity will be reported and their course grade may be counted as a 0.0.
 * Assignment/Activity Assignment || Points Points || Total Total ||
 * Résumé  || 40 || <span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: center;">40 ||
 * <span style="font-family: 'Times New Roman', Times, serif; mso-bidi-font-weight: bold; msobidifontweight: bold;">Cover Letter || <span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: center;">20 || <span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: center;">60 ||
 * <span style="font-family: 'Times New Roman', Times, serif; mso-bidi-font-weight: bold; msobidifontweight: bold;">Mock Job Interview || <span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: center;">40 || <span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: center;">100 ||

<span style="display: block; font-family: 'Times New Roman', Times, serif; text-align: center;">Bibliography for Further Reading <span style="line-height: 200%; font-family: 'Times New Roman', Times, serif; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;">Arendt, L. (2006). Red flags in résumés. //Corporate Report Wisconsin, 21//(8), 10. Cole, M., Rubin, R., Field, H., & Giles, W. (2007). Recruiters’ perceptions and use of applicant résumé information: Screening the recent graduate. //Applied Psychology: An International Review//, //56//(2), 319-343. <span style="font-family: 'Times New Roman', Times, serif;"> Corbin, B., & Wright S. (1993). //The edge:// // Résumé and job search strategy. // Carmel, IN: Beckett- Highland Publishing. <span style="line-height: 200%; font-family: 'Times New Roman', Times, serif; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;">Desrumaux, P., De Bosscher, S., & Léoni, V. (2009). Effects of facial attractiveness, gender, and competence of applicants on job recruitment. //Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue Suisse de Psychologie//, //68//(1), 33-42. McCarthy, J., & Goffin, R. (2004). Measuring job interview anxiety: Beyond weak knees and sweaty palms. //Personnel Psychology//, //57//(3), 607-637. O’Grady, A. (2004). Making a good impression: Résumés, interviews, and appearance. //School Library Journal, 50//(2), 65. O’Leary, B., Lindholm, M., Whitford, R., & Freeman, S. (2002). Selecting the best and brightest: Leveraging human capital. //Human Resource Management//, //41//(3), 325. Rasmussen, K. (1984). Nonverbal behavior, verbal behavior, résumé credentials, and selection interview outcomes. //Journal of Applied Psychology, 69//(4), 551-556. Thomas, P., McMasters, R., Roberts, M., & Dombkowski, D. (1999). Résumé characteristics as predictors of an invitation to interview. //Journal of Business & Psychology//, //13//(3), 339- 356. <span style="font-family: 'Times New Roman', Times, serif;"><span style="font-size: 120%; font-family: 'Times New Roman', Times, serif;"> Wilk, S., & Cappelli, P. (2003). Understanding the determinants of employer use of selection methods. <span style="font-size: 8.5pt; line-height: 200%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">// Personnel // <span style="font-size: 8.5pt; line-height: 200%; font-family: Verdana; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; mso-bidi-font-style: italic; msobidifontstyle: italic;">  <span style="font-size: 8.5pt; line-height: 200%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">// Psychology //  <span style="font-size: 8.5pt; line-height: 200%; font-family: Verdana; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;">,  <span style="font-size: 8.5pt; line-height: 200%; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt;">// 56 //   <span style="font-size: 8.5pt; line-height: 200%; font-family: Verdana; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;"><span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">(1), 103-24. <span style="font-family: 'Times New Roman', Times, serif;">Yeung, R. (2008). //How to succeed at interviews// <span style="line-height: 200%; font-family: Times New Roman; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;"><span style="font-family: 'Times New Roman', Times, serif;">(3rd ed.). Oxford, UK: How to Books Ltd. <span style="font-size: 120%; line-height: 200%; font-family: 'Times New Roman', Times, serif; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;">Assessment Instruments <span style="font-family: 'Times New Roman', Times, serif;"> <span style="font-size: 8.5pt; line-height: 200%; font-family: Verdana; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt;"> <span style="font-size: 120%; font-family: 'Times New Roman', Times, serif;">Students will participate in five assignments designed to help hone their   résumé writing, cover letter writing, interviewing, and job searching skills. Students will also participate in three final assessments designed to judge mastery of skills.

<span style="line-height: 200%; font-family: 'Times New Roman', Times, serif; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman';"> ==<span style="line-height: 200%; font-family: 'Times New Roman', Times, serif; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontfamily: 'Times New Roman'; msobidifontsize: 12.0pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman';">Essential Reading: ==

<span style="font-family: 'Times New Roman', Times, serif;">The copyright protections that we normally associate with print also govern the use of audio, video, images, and text on the Internet and the World Wide Web (WWW). The intuitive interface of the WWW makes it easy for the computer user to copy and use images, text, video and other graphics that are likely to be protected by copyright. A document may be copyrighted even if it does not explicitly state that it is copyrighted. As a result, it is a good idea to assume materials such as documents, images, or video clips are copyrighted. Educators can avoid copyright violations and legally use copyrighted materials if they understand and comply with the fair use guidelines. If you believe, after you review this document, that your proposed use does not comply with fair use guidelines, you always have the option to ask for permission from the copyright holder. This document's purpose is to help faculty, students and staff make informed decisions before using materials in the classroom, for course reserves, or the Internet or World Wide Web. This document provides: <span style="color: #0038ff; font-family: 'Times New Roman', Times, serif;">
 * 1) <span style="font-family: 'Times New Roman', Times, serif;">An introduction to copyright.
 * 2) <span style="font-family: 'Times New Roman', Times, serif;">An introduction to fair use.
 * 3) <span style="font-family: 'Times New Roman', Times, serif;">//Fair Use Guidelines for Educational Multimedia//, a review of guidelines designed to help faculty, staff, or students comply with fair use guidelines when using images, computer programs, or other materials obtained via the Internet or WWW
 * 4) <span style="font-family: 'Times New Roman', Times, serif;">A sample letter to use to request permission to use copyrighted materials.

**Netiqutte:<span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;"> **
<span style="font-family: 'Times New Roman', Times, serif;"> __ Chat: __ We will be “chatting” once a week. The topics can be coding, HIM, pharmacology, or Professional Development. Your participation is required. We will be using MSN Messenger to conduct the chats. Each of you will create an MSN IM account. I will create a list of everyone’s IM and forward it to you all. This will also allow you to contact me as well as your classmates. I highly suggest you communicate early and often. You will also need to follow proper “netiquette” during the chats. 1. Show consideration and respect for diverse points of view. 2. Respond to individuals professionally; never write anything that you would not want others to see. 3. Utilize the same rules of etiquette that one would use with others when conversing on the phone. 4. Avoid using vulgar language. 5. Avoid using flaming language; be insightful, not incite-ful. 6. Make meaningful contributions to chats; do more than just ask questions. Offer opinions and answers using facts to back your findings. Credit will not be given for the following types of responses: <span style="font-size: 12.5pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “I agree with Joe.” <span style="font-size: 12.5pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “That sounds good to me.” <span style="font-size: 12.5pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “I really don’t have any thoughts on this subject.” <span style="font-size: 12.5pt; font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontfamily: Symbol; mso-fareast-font-family: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Why are we even discussing this?” 7. Use proper grammar and conventions when writing proper sentences. 8. Do not type in all capitals or use any other instant messaging (IM) language; it may be misinterpreted.