Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Format
This 8-week course is multi-modal with asynchronous and synchronous work and meetings. You will have asynchronous online work using Canvas. We have four synchronous meetings, or Live Sessions, for an hour and a half using Zoom. The Live Sessions are from 7:00 - 8:30 (Central Time) on Wednesdays in weeks 1, 3, 5, and 7.
Course Materials
Required Book: Mukherjee, A. S. (2020). Leading in the Digital World: How to Foster Creativity, Collaboration, and Inclusivity (Management on the Cutting Edge). The MIT Press. DOI: https://doi.org/10.7551/mitpress/12584.001.0001
Required Articles: Journal articles from MIT Press and Harvard Business Review will be available online through OU Libraries.
Program Learning Outcomes (PLO)
- Design, develop, and use various techniques and models to facilitate data-informed decision-making regarding technologies, the environment, and demand, considering factors such as risk, uncertainties, and other constraints.
- Effectively establish, lead, and manage multidisciplinary teams to efficiently solve complex real-world problems and promote innovation with a range of technologies.
- Effectively plan and manage costs, schedules, scope of work, logistics, and quality systems.
- Explain the legal, safety, regulatory, professional, and ethical implications of management decisions and outline the responsibilities of the organization, team or individual.
- Communicate clearly and concisely, both orally and in writing, to a variety of audiences, from specialists to non-specialists.
Course Learning Outcomes (CLO) Alignment
| CLO | Description | PLO |
|---|---|---|
| A | Demonstrate an understanding of the process of leadership and innovation, specifically in large, complex organizations. | PLO-2 |
| B | Demonstrate an ability to communicate effectively. | PLO-5 |
| C | Develop an understanding of the impact of leadership and innovation in a global, economic, environmental, and societal context. | PLO-4 PLO-5 |
| D | Recognize the need for, and the ability to engage in life-long professional learning. | PLO-4 |
| E | Demonstrate a knowledge of contemporary issues that have an impact on leading creative teams. | PLO-4 |
Grades
Breakdown
| Activity | Description | Percentage |
|---|---|---|
| Reflective Writing Response | Write responses to issues addressed in the Live Sessions. | 30 |
| Group Presentations | Read and discuss articles in small groups, then orally present the key ideas to the whole class. | 20 |
| Final Project Proposal | One-page proposal for the Final Project topic. | 10 |
| Final Project Presentation | A 10-minute oral presentation of your Final Project. Each member of the group speaks in the presentation. | 20 |
| Final Project Report | A 10-page Final Project report. | 20 |
| Total | 100 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Live Sessions
Live Sessions will have small group and whole group discussions of the week's topics. There will be guest speakers in two Live Session meetings. The guest speakers will share their insights and ideas on their experience in leading teams, as well as answer student questions. Live Sessions are recorded for later viewing if you cannot participate in the Live Sessions.
Reflective Writing Response
The discussions and guests during the Live Session will address various concepts, theories, and experiences in leadership. The reflective writing is the opportunity to expand your ideas on the issues that were discussed in the Live Sessions and the opportunity to improve and refine your communication in writing.
Group Presentations
Meet with small groups and discuss the ideas from assigned readings. Each person in the group will orally share key points from the reading with a recorded presentation for the whole class during Live Sessions.
Final Team Project Proposal
Work with your Final project partner/s and determine a topic you would like to research, write, and present together.
Final Team Project Presentation
Share your project with the whole class, in which you and your project partner/s record a formal presentation.
Final Team Project Report
With your Final Project partner/s, write a 10-page report on your research topic.
Course Policies
Communication
E-mail is my primary means of communication. The email messages will be answered promptly and responded to in the order they are received and processed. Use the course number in your subject line on all emails.
I will respond to email inquiries as quickly as possible, usually within 24 hours. Emails received during the weekend will receive a response within 48 hours. You are encouraged to use the Canvas Discussion Board to share questions, gather help from peers, and otherwise communicate.
Feedback
You will receive feedback on homework within 24 - 48 hours after submission.
Late Policy
Approval for late work must be requested prior to submission.
Generative AI Policy
Generative AI can be very useful in completing tasks, as long as you also develop and apply the skills you’ll need to appropriately assess and revise any Generative AI outputs. Here is how you can use Generative AI in this class:
- Planning: Goblin Tools has a “Magic ToDo”, which can help you break down more complicated tasks into smaller action items. This can help you in the planning stage.
- Brainstorming and Outlining: You may use Generative AI to help you in the initial stages of your assignments, but you must ensure that you are going beyond the AI output. This starts with effective prompts. For example, brainstorming means thinking with Generative AI, rather than having Generative AI think for you. Instead of a prompt that says: “I have to do an assignment on a topic. What topic should I do?”, you should provide more context in your prompt, share your interests, your ideas, what questions you have, and ask it to help you make a decision or to learn about topics you might be interested in given what you shared. Similarly with outlining, you should include in a prompt your initial ideas based on what you are learning in the course, and then use AI to help you order those ideas effectively.
- AI Research tools: We will explore ResearchRabbit, SemanticScholar, and other appropriate AI research tools to explore how AI can help you find additional sources that you can use in your exploration of our course topics. Per our usage policy, you will be responsible for accuracy, including appropriately citing and summarizing any articles you find through AI research tools, and thus must read the material you are citing.
- Second Drafts: You may use Generative AI to help you revise your writing or work on a second draft, but you are expected to write the first draft yourself. This will help preserve your voice and ideas, as Generative AI writing can be generic. When using Generative AI in this way, you’ll be expected to maintain the various iterations of your written work so that you can reflect on the changes you incorporate based on suggestions from the Generative AI model and demonstrate how you negotiated between Generative AI writing and your own.
- Feedback: You may ask Generative AI to provide you with feedback on your writing or other homework. These real-time responses can help you when you’re stuck and cannot receive other help immediately; however, be aware that Generative AI is known for sycophancy. This means that Generative AI will adjust its responses to make you happy, even at the expense of accuracy (see OpenAI reversed an update that made ChatGPT a suck-up – but experts say there’s no easy fix for AI that’s all too eager to please). It can also make your writing less effective by removing the individuality that you bring to it.
- Study Partner: You can work with Generative AI to create study guides based on your own notes from this class. Using your own notes will enable you to check the study guides for accuracy, as Generative AI cannot be relied upon for accuracy.
In addition to receiving feedback from Generative AI or using it to revise, you are encouraged to visit the Writing Center, work with your peers, and review the feedback I provide.
To ensure everyone has access to the same resources, you may only use free Generative AI tools, or those that are provided to you through the university, such as Copilot and AI tools with Adobe Creative Cloud (available in campus computer labs).
To implement this policy, we will have ongoing discussions in class about effective use of Generative AI and how you are using it. You’ll be asked to reflect frequently about AI usage both in-class and as part of your assignment submission (see assignment instructions for specifics), where you’ll also be asked to share your prompts, screenshots of your chats with Generative AI tools, and how you ensured your ideas and voice remained central in your assignment.
If you have any questions about this policy, please talk with me.
Consequences for Violating the Generative AI Usage Policy: Deviating from the use cases described here without express permission may be considered a violation of the academic integrity policy of this course. You will be responsible for the accuracy of anything you submit, including appropriately citing and summarizing any articles you find through AI research tools, and thus must read the material you are citing. Submitting data or research that is not real (a risk when overly relying on Generative AI) may result in an academic integrity violation for falsifying information. Additionally, there may be times, such as in-class quizzes, midterms, or finals, where Generative AI usage is prohibited. Any use of AI in those cases will be considered a violation of the academic integrity policy.
My Use of Generative AI: I will model appropriate Generative AI usage by clearly disclosing when I use it and why. Expected use cases include: revising quiz or exam questions and responses (with my oversight), drafting case studies or educational games to help connect our course topics to the real-world, using my notes and previous PowerPoints to improve the structure of my lectures so that they are clearer to you all as students and using AI research tools to find current articles to update our course readings. I will never use Generative AI to grade your work or to communicate with you.
Plagiarism
Written assignments should show your own understanding in your own words. That means all writing assignments, in class or out, are assumed to be composed of words generated by you or your collaborative team. Words written by someone else require proper citation.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|