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Writing in Labor and Employment Relations
Course Syllabus - Fall 2018

Instructor: Shawn Randy Fisher
Email: sf623@scarletmail.rutgers.edu
Course: 37:575:300 Day/Time: Sundays, 9 am - 12 noon
Duration: 13 weeks over 14 weeks; NO CLASS Thanksgiving Week (Nov. 25)

Dates: Sept 9, 16, 23, 30; Oct. 7, 14, 21, 28; Nov. 4, 11, 18; Dec 2, 9
Location: Labor Education Center, (LEC 133), Cook Campus
Canvas LMS: https://rutgers.instructure.com/courses/17772
Office Hours: By Appointment - Phone / Skype / Online


Course Description

Writing in Labor and Employment Relations offers students a unique opportunity to practice writing for a business or professional audience as they develop, research, and revise an independent project. The purpose of the class is to prepare students to think as managers capable of putting information to practical use. All students are welcome and a wide range of proposals (with a connection to labor and employment relations) are possible for the class. Proposals must provide an academically- researched rationale for a (fundable) project designed to address a specific problem. In the course of the term, students complete assignments intended to help them develop and expand their projects.

Students begin by:

  • Working on the resume and cover letter - as professional documents and as examples of presenting information to a specific audience.

Then:

  • Each student chooses a topic / project of interest - usually proposing a topic from business, labor, sports management, education, government, or entrepreneurial initiatives. (Labor Topics can be found in Rutgers SMLR E-List Archives (search by month)
    • The topic is analyzed through the lens of the 6Ps - Patron; Population; Problem; Paradigm (Models of Success); Plan; & Price
  • Each student develops a Final Paper (various parts / sections)
    • These sections undergo several revisions and continuous and iterative improvement during the course - resulting in a strongly-argued, viable and professional Final Paper (or Project Proposal)

Learning Outcomes

The course learning outcomes are:

  1. To communicate complex ideas effectively, in standard written English, to a general audience.
  2. To evaluate and critically assess sources and use the conventions of attribution and citation correctly.
  3. To analyze and synthesize information and ideas from multiple sources to generate new insights.
  4. To respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision. [WCr]
  5. Communicate effectively in modes appropriate to a discipline or area of inquiry. [WCd]

For more information see: http://sasundergrad.rutgers.edu/academics/requirements/core


Learning Outcomes

The course learning outcomes are:

  1. To communicate complex ideas effectively, in standard written English, to a general audience.
  2. To evaluate and critically assess sources and use the conventions of attribution and citation correctly.
  3. To analyze and synthesize information and ideas from multiple sources to generate new insights.
  4. To respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision. [WCr]
  5. Communicate effectively in modes appropriate to a discipline or area of inquiry. [WCd]

For more information see: http://sasundergrad.rutgers.edu/academics/requirements/core

Required Texts

Magrino and Goeller, Effective Business and Professional Writing: From Problem to Proposal, 3rd Edition (2016), Kendall/Hunt

Alred, Brusaw, and Oliu, The Business Writer’s Companion, 8th edition (2017), Bedford/St. Martin’s (rental only) http://randyfishercan.weebly.com/smlr-books.html (Comment.gif: Each of these texts is available in online formats)

Articles & Resources


Instructor Bio

Shawn "Randy" Fisher is a communications and digital marketing specialist with an interest in helping people write well, ace their interviews and get ahead in their careers. (http://www.digiwisecareerservices.com). He has taught in three departments at Rutgers University and has consulted with organizations in the private and public sectors and nonprofits, 501c3s and social entrepreneurs. He began his career as a journalist in Canada with the Globe and Mail, Financial Post and CBC Radio. He is also an executive mentor with the Global Good Fund in Washington, DC. When he's not working or preparing for class, he enjoys taking his doggie - a lab-pointer-mix "Maggie" to Colonial Park. His LinkedIn Profile - https://www.linkedin.com/in/randyfisher/


Teaching Approach

  • I believe that when learners are motivated, they are more likely to learn. I consider you to be adults - LEARNING IS YOUR RESPONSIBILITY.
  • I prefer short lectures, and actively facilitated, guided and experiential discussions and 2-way, interactive activities.
    • ACTIVE AND SUBSTANTIVE PARTICIPATION IS ESSENTIAL.
  • Students EARN good grades by doing the work and learning required. (I do notice improvement throughout the term.)
  • I am aware that juggling school, work, family, friends and relationships is stressful. Organizational skills and time management are as important, as ensuring that students adjust their expectations of themselves and their performance - and take time to adapt - to new situations, contexts, systems and processes. It will come, over time.
  • I try to use visuals (i.e.., images, videos) when / wherever possible.
  • As an Adult Learner, DO NOT WAIT until you receive a "C", "D", or even an "F" on a paper, and go into high-stress, panic-mode. And yes, we certainly don't want you to fail the course. Reach out to me when you need assistance.


Course Requirements

Computers, Tablets, Phones & Electronic Devices Not Permitted In Class - 1st Class is an Exception

  • (Comment.gif: ALL ELECTRONIC DEVICES - i.e., LAPTOPS, NOTEBOOKS, TABLETS, PHONE AND ANY OTHER ELECTRONIC DEVICES ARE NOT PERMITTED IN CLASS UNLESS AUTHORIZED BY INSTRUCTOR. IN THIS CLASS, THE LID MUST BE CLOSED / DEVICE TURNED OFF. )
  • Phones are to be turned off for the duration of the class.
  • Texting is not permitted.
  • Bring a Pen / Pencil and Paper to Class to take notes.

Attendance

  • Prompt attendance is required and expected for every class. We meet one (1) day a week; a third (3rd) absence may result in failure of the course.
  • Absences affect the learning experience for you and your colleagues. If you are 10 MINUTES LATE = 1/2 ABSENCE; 20 MINUTES LATE = 1 ABSENCE. This is STRICTLY ENFORCED.
  • STUDENTS ARE RESPONSIBLE for the information presented in class, regardless of the reason for your absence. THE INSTRUCTOR WILL NOT REVIEW THE CLASS WITH YOU - YOU WILL NEED TO GET INFORMATION FROM ONE OF YOUR CLASSMATES; REVIEW THE SYLLABUS; AND CANVAS LMS.
  • Absence is NOT an excuse for late or missing work — if you know you are going to be absent, you must submit all work by the due date OR be subject to the Late Assignment Policy. If you are going to be absent, it is your responsibility to let me know via email, and the reason why. For legitimate reasons, (i.e., religious holiday, medical appointment, condition), report it at: https://sims.rutgers.edu/ssra/}}

Assignments & Deadlines

  • All assignments must be submitted ONLINE to Canvas. NO HARD / PRINT COPIES accepted.
  • All assignments are DUE THE NIGHT OF THE DAY WE MEET IN CLASS, the latest by 11:59 PM.
  • Late assignment (i.e., timestamped or received 12:00 PM) will be subject to the Late Assignment Policy
  • All required assignments must be submitted to pass the course.

Special Needs / Disability & Accommodations

If you are a qualified student with special needs / disability seeking accommodations for your learning activities under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services. (https://ods.rutgers.edu/). No accommodations will be granted without documentation from the Office of Disability Services. Should you require my assistance in facilitating the process, I will be happy to do so. Just let me know.

Students are not to bring family members or pets for day care or babysitting.

Below is the full contact information for the office of disability services:

  • Lucy Stone Hall, Livingston Campus, 54 Joyce Kilmer Avenue, Suite A145, Piscataway, NJ 08854-8045.
  • E-mail Address: dsoffice@rci.rutgers.edu
  • Phone: (848) 445-6800 • Fax: (732) 445-3388
  • https://ods.rutgers.edu

Communications & Notifications

Canvas will be frequently used as a means of communication. Every student is responsible for any information conveyed via Canvas. Be sure that you are able to receive announcements through this platform. Check your email inbox to ensure you are receiving emails.

Readings

The majority of class time is for experiential learning and peer review. The Instructor DOES NOT REVIEW PRIOR CLASSES. Instructor may/may not cover the assigned articles, texts and resources. It is up to students to stay up-to-date - you can see which content is required by reviewing the Syllabus and the Course on the Canvas Learning Management System.

Homework

Homework is required in this course. Plan your time and activities to meet the requirements and deadlines specified in the course. Get to know your classmates and exchange contact information. If you miss (part of) a class, you can catch up.

Tutoring Assistance

Tutoring assistance for this course is free and available at Rutgers Writing Centers. The Douglass Writing Center, specializes in providing tutoring for Business and Technical Writing (our course is adapted from it), on a first-come, first-served basis. It is an EXCELLENT service. You will be matched to a tutor for a 5-week period, according to your availability. Enrolment opens in mid-September (go to the http://www.dwc.rutgers.edu). Tutoring begins in September Visit: www.dwc.rutgers.edu. The Douglas Writing Center supervisor is Jacqueline Loeb, 848-932-8042.

Classroom behavior

It is the University policy that free discussion, inquiry, and expression are encouraged in class. However, classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Student Conduct (http://studentconduct.rutgers.edu/) for administrative or disciplinary review as per the Code of Student Conduct which may be found at https://slwordpress.rutgers.edu/studentconduct/wp-content/uploads/sites/46/2017/05/UCSC2016.pdf



Final Grades (breakdown)

Final grades will be based on the following:

  1. Attendance & Participation - 10%
  2. White Paper w/Annotated Bibliography - 35%
    1. Draft 1 - 20%
    2. Revision to Paradigm Section - NO GRADE
    3. Draft 2 - (Revision to WP & AB) = 15%
  3. Initial Sales Letter - 25%
  4. Oral or Online Presentation - 15%
  5. Final Paper ("Project Proposal"). Also includes Discussion Post (Course Learnings & Takeaways) - 30%

Grading Criteria (Equivalency)

  • A 93-100
  • B+ 87-89
  • B 83-86
  • C+ 77-79
  • C 73-76
  • D+ 67-60
  • D 63-66
  • F less than 60

IMPORTANT NOTES

  • All Assignments MUST be submitted to pass course
  • Final Paper MUST receive a passing grade to pass the course

(Comment.gif: Assignments are graded A-F (A, B+, B, C+, C, F))


Grading Criteria

All instructors of Writing for Business and Professions grade work according to the same standards. Please see Grading Criteria for Proposal Writing Classes for more information.


Grading Criteria for Writing Courses

The Grading Criteria for Writing Courses is adapted from 355:303 Writing for Business and Professions, and is intended to promote fair and uniform standards for evaluating papers and for determining final grades. These standards are important not only so that students in one section of the course can expect to be evaluated by the same criteria as students in another section, but so that instructors can know that they are evaluating students by the same criteria used by their colleagues.

Determining Grades for the Resume and Cover Letter

(Comment.gif: For the Fall 2018 semester, the Resume and Cover Letter Assignment is NOT SUBMITTED OR GRADED - it is used for Practice and Preparation for future assignments)

Since students are always in the process of revising the resume, instructors should direct their comments toward revision. Initial emphasis, especially in comments, should be placed on issues of audience. Problems of error and imperfect proofreading should be emphasized in the grade. However, comments should be directed toward identifying specific patterns of error.

  • Students must attach the job advertisement, since without it peers and instructors cannot judge audience expectations.
  • The resume should be ordered in a way that best responds to the potential employer's needs
  • The cover letter should offer significant details distinguishing the candidate and highlighting aspects of the resume in a way that clearly responds to those needs.
  • Instructors should try to require a high level of detail in the cover letter, since most students will write letters that are too short or that lack detail. Each document should be one full page in length.

The resume and cover letter assignment ought to have absolutely no errors of syntax, grammar, consistency, or tense. Errors in consistency (in spacing, parallel form, layout, capitalization, etc.) are especially prevalent. General sloppiness or failure to adhere to generally accepted principles (such as using active verbs) should also be considered.

Determining Grades for the White Paper

A Range

A range papers have a strong understanding of audience, purpose, and the means of persuasion at hand. They should offer a clearly defined problem, where the student uses strong research and presents it with confidence. There should be very few errors in writing.

B Range

B range papers have a clear understanding of audience and purpose. They describe a problem that is justified by research. They are generally well presented and relatively error-free.

C Range

C range papers not only address a reader's concerns but begin to use or reference research to justify an approach to those concerns. Often, they are making the appropriate gestures without reaching full potential. Also, they may try to define a problem, but the research is not yet fully sufficient or well enough deployed to make a solid case. A student may rely too heavily on summary of sources and research findings, rather than having the source material directed toward a specific goal. Sometimes a C range paper relies too heavily on pathos (emotional appeal) rather than logos (appeal to logic), which is usually a sign of insufficient research.

Non-passing Work

Nonpassing work on the White Paper generally exhibits some of the following problems:

  • Fails to fulfill the basic requirements of the assignment (e.g.: minimal or missing Works Cited, no in-text citations).
  • Develops a very personal argument without sufficient reference to others (so that it should really be a letter to the editor rather than a white paper).
  • Fails to use or cite research, or uses inappropriate research.
  • Presents an overly broad, or unfocused, or inappropriately large topic.
  • Follows a "report of information" format, without a clear objective or application structuring the paper.
  • Fails to address a specific audience.

Determining Grades for the Midterm Paper / Initial Sales Letter

A Range

A range papers have a strong understanding of audience, purpose, and the means of persuasion at hand.

  • They should offer a clear paradigm, where the student uses strong research and presents it with confidence.
  • There should be very few errors in writing.

B Range

B range papers have a clear understanding of audience and purpose.

  • They describe a problem and offer a solution that is justified by research.
  • They should also begin to set forth (or at least suggest or point toward) a consensus view (or paradigm) that will justify the project objective.
  • They are generally well presented and relatively error-free.

C Range

C range papers not only address a reader's concerns but begin to use or reference research to justify an approach to those concerns.

  • Often, they are making the appropriate gestures without reaching full potential.
  • They may try to define a problem and offer a somewhat justified solution, but the research is not yet fully sufficient or well enough deployed to make a solid case.
  • The research does not yet begin to gel into a paradigm, and sometimes the paper still exhibits some residue of the "report" format.
  • Alternatively, a student may rely too heavily on summary of sources and research findings, rather than having the source material directed toward a specific goal. Sometimes a C range paper relies too heavily on pathos rather than logos, which is usually a sign of insufficient research.

F range

Reasons why a midterm letter might receive a grade of F include:

  • Fails to fulfill the basic requirements of the assignment (e.g.: minimal or missing bibliography, no in-text citations).
  • Develops a very personal argument without sufficient reference to others (so that it should really be a letter to the editor rather than a project proposal).
  • Fails to use or cite research, or uses inappropriate research.
  • Focuses on the methods (how) while ignoring the researched justification (why).
  • Presents an overly broad, or unfocused, or inappropriately large topic.
  • Follows a "report of information" format, without a clear objective or application structuring the paper.
  • Fails to address a specific audience.
  • Exhibits a high level of error which interferes significantly with meaning.

Determining Grades for the Oral Presentation / Online Presentation

The oral presentation / Online Presentation is both an "oral draft" of the final paper and an exercise in public speaking. Therefore, there is a need to balance the sometimes competing issues of content (including research, organization, and visual aids) with recognition of the form or style (including delivery, eye contact, and polish).

One should focus most, though, on how well the presentation gives evidence that the student is prepared to write the final paper for the class, and our comments should focus most on how the student can revise the project for the final paper.

A - B range

The strongest presentations (A and B range) feature clear organization, convincing logic, excellent references to evidence, clear and useful visual aids, and a confident delivery style.

C range

Weak (or C range) presentations tend to have scant evidence, few or indecipherable visual aids, poor organization, or an especially problem-ridden delivery.

Determining Grades for the Final Paper

A Range

An A paper has all of the qualities of a B paper, and distinguishes itself in at least some of the following ways:

  • Sets an especially challenging or original task that the student fulfills.
  • Demonstrates excellent or innovative research, which is well ordered and cited.
  • Organizes the research into a clearly and carefully delineated paradigm.
  • Uses graphics that are highly effective at conveying information.
  • Has almost completely error-free writing.
  • Has a degree of stylistic polish that exceeds the commonplace (though this alone does not make an A paper, it is often a contributing factor).
  • Exhibits a remarkably attractive appearance and visually appealing design.
  • The best A range projects are those in which the writer does more than merely import an existing paradigm into a new situation. There should be some attempt to modify the model and make it case-specific, expanding the paradigm.

B Range

A paper in the B range generally does most of the following to some extent:

  • Clearly describes or quantifies the problem or need to be addressed.
  • Has a sense of the paradigm or theoretical frame used to define the project.
  • Engages (and does not ignore) the difficulties suggested by the research or the plan.
  • Uses source materials well and places them in a logical relation to other sources and the thesis.
  • Responds to the needs or concerns of the likely audience (or funding source).
  • Strives to persuade the reader.
  • Seems feasible as a real world project.
  • Uses visual aids that are well explained and integrated into the proposal.
  • Guides the reader through the argument (using good transitions, sign posts, forecasting, etc.).
  • Has mostly error-free writing.
  • Often, a B range paper has a strong literature review but a weak plan, or alternately, an imaginative and well developed plan of action that is insufficiently supported by research.

C Range

Papers usually fall into the C range if they have some of the following characteristics:

  • The level of research, organization, and logic are sufficient to demonstrate a basic competency.
  • The paper puts information in action and is not merely a report or summary.
  • The argument shows signs of promise even if it is not fully unified or fully developed.
  • The research, while sufficient to pass, does not seem to fulfill all of the needs of the student's argument. Perhaps certain essential facts are missing from an otherwise acceptable paper.
  • The writer ignores important difficulties or avoids dealing with salient issues.
  • The writer has not fully engaged with or considered the audience's concerns about this project.
  • The solution does not follow logically from the problem.
  • The paradigm does not mesh with the practice, or is not clearly delineated.
  • Generally, a paper that is competent but fails to organize the research into a paradigm will receive a C+ grade.
  • The visual aids are especially weak or carelessly prepared.
  • The level of error is high or shows signs of general and repeated carelessness.

F Range

Reasons why a final proposal might receive a grade of F include:

  • The paper is plagiarized, in whole or in part. (Instructors must bring all plagiarism issues immediately to a Writing Program director.)
  • The paper does not meet the basic requirements of the assignment (e.g.: no visual aids or no bibliography, missing crucial sections).
  • The writer does not use sufficient or appropriate documentation (i.e.: very few, very old or completely inappropriate sources) or does not support points with references.
  • The paper is written in the form of a report, and fails to focus information toward action.
  • The paper depends largely on undirected summary.
  • The level of basic organization interferes dramatically with the paper's meaning. For example, the paragraphs do not follow logically or there is no apparent organizational structure.
  • Problems of sentence-level error (especially grammar and syntax) are so severe that they interfere with the paper's meaning and appear to be both serious and irremediable without another semester of work.
    • Examples of serious error include sentence fragments, subject-verb agreement errors, or an over-reliance on simple sentences without transitions between them. Less severe (and passable) problems include spelling errors, misused apostrophes, and bad proofreading.
  • The writer does not project a basic competence in writing.


Assignment Due Dates

  1. White Paper w/Annotated Bibliography - Sunday, October 14 @ 11:59 PM
    1. CHANGE - SEE REVISED DATES BELOW
  2. Initial Sales Letter - Sunday, October 28 @ 11:59 pm
  3. Oral Presentations - Begins Sunday, November 4 (sign-up opportunities available)
  4. Final Paper ("Project Proposal) - Sunday, December 9 @ 11:59 PM


REVISED AS OF OCTOBER 26, 2018

  1. Paradigm Section - Fri, October 26 @ 11:59 PM
  2. White Paper + AB - 2 - Sun, November 4 @ 11:59 pm
  3. Sales Letter - Sun, November 18 @ 11:59 PM
  4. Final Paper ("Project Proposal) - Sunday, December 2 or 9 @ 11:59 PM
  • NO LATE PAPERS ACCEPTED
  • 1 PAGERS IN BETWEEN ASSIGNMENTS - SEE WEEKLY AGENDA


Assignment Instructions

Icon present.gif
Tip: In this course, we use Chicago Style, NOT MLA as described in the Magrino textbook


Newspaper Exercise, Magrino, p. 7

Six Ps Exercise, Magrino, p. 9

  • A means for analyzing a project idea in terms of:
  • Patron, Population, Problem, Paradigm, Plan, Price

Cover Letter + Resume (1 page each), Magrino, p. 125 - for Peer Review ONLY

  • in response to a job posting on the Internet (bring a PDF copy of it to Class.) - (Comment.gif: Make sure you create a PDF copy of the job posting, as the job may expire and the content can disappear - if all you provide is the link. You can create a PDF - by Printing the Page - outputting to a PDF; saving it as a PDF; copying and pasting the contents into a Google Doc and saving as a PDF; OR going to www.zamzar.com to convert htm / html website pages into PDF. Be sure to properly name the file - "Job Advertisement_Position Name_Your FirstName and Last Name")
  • Prepared according to standards discussed in class
  • Proofread, no errors
  • On time for Peer Revision
  • On time for FINAL Submission for Grading

White Paper (2 pages) - Magrino p. 145

  • A document that describes a current problem - i.e., documenting and quantifying the problem IN ADVANCE OF THE INITIAL SALES LETTER.
  • Focused on the Funding Source's Needs
  • Helps you organize information, define scope
  • Includes Fieldwork covering:
  1. Identifies with People
  2. Points to a problem
  3. Faces complexity (for a sufficiently detailed proposal)
  4. Suggests lines of research (i.e., library research, other kinds of research)
  5. Positions the work within a paradigm (i.e., a definite approach to the problem or issue? Or, within a discipline or field of study?

Chicago Style

Annotated Bibliography - (4 citations - 2 pages) - Magrino, pp. 155-163

  • A preliminary Works Cited page with notes or "Annotations" are added after each entry - summarizing what the sources says and how it will be useful to a project. Also - is this quantifying the problem or setting up the research paradigm
  • Min. 2 scholarly; 2 popular
  • Includes description and samples

Initial Sales Letter - "Pitch" (2 pages) - DRAFT 1 of FINAL PAPER - Magrino, pp. 169-173 (Chapter 5)

Benefits

  • DRAFT of the Final Paperl
    • Organize your research, presenting information clearly
    • Obtain feedback on work-to-date
    • Practice in presentation writing

Key Elements

  • Single spaced, not including Works Cited - (re: 500 words per page)
  • Represents initial correspondence to Patron (in the form of a letter)
  • Addresses specific person by name
  • Explains a current problem
  • Explains some of iniital research towards a solution (your paradigm)
  • Cites research (Chicago Style)
  • Plan of action and associated costs
  • Closes w/ invitation to Oral Presentation
  • Appends list of Reference / Works Cited with four (4) sources cited in Chicago Style - (Comment.gif: at six (6) sources are required for the FINAL Paper)

Requirements

  • Adheres to proper letter or memo format
  • Discussions, documents and quantifies the problem
  • Highlights the reader's concerns about the topic
  • Cites specific facts and examples from your research
  • Briefly proposes a plan and provides rationale for it
  • Convinces reader to hear / learn more
  • Provides list of Works Cited (Chicago Style)
  • Proofread for errors and appearance

Oral Presentation to Patron (10 minutes) - DRAFT 2 OF FINAL PAPER - Magrino, pp. 191-206, Chapter 6

  • Not including preparation time, class Q&A
  • Rationale: make a leadership statement for a specific audience - that puts info into action - by proposing a research-justified solution to a well-defined problem.
  • An "Oral Draft" of Final Paper (Proposal)
  • Use 6Ps to create presentation and close with Call to Action. (Magrino, p.292)
  • Use visual / graphic aids

Benefits

  • rehearse audience-awareness
  • organize your research
  • develop your plan
  • get feedback from class and instructor
  • guidance for improving project
  • public speaking practice / oral persuasion

Instructions

Icon present.gif
Tip: Preparing for Speaking in Public - Watch these Videos!


  1. Three (3) Ways to Express Your Thoughts So that Everyone Will Understand You (4:56)
  2. Good Communication is more than the words you use, by Alan Alda (7:25)
  • Yes, the Speaker looks O-L-D and sounds S-L-O-W!! BUT THERE IS GREAT WISDOM HERE - AND IT WORKS!
  • Observe the Speaker's voice tone, posture and delivery ([https://en.wikipedia.org/wiki/Alan_Alda Alan Alda of Emmy-award winning M.A.S.H. TV Show). There are pitches and pops and cracks in his voice - he is NOT perfect, but he is ENGAGING. You can do the same. Be enthusiastic, engaged and express who you are - don't worry about trying to be someone else or Tony Robbins!

Content for the Oral Presentation

Icon present.gif
Tip: The Oral Presentation of the Final Paper is an ORAL VERSION of the Final Paper. This Presentation is NOT A THEATRICAL PERFORMANCE - it must include SUBSTANTIVE CONTENT as in the written version of the Final Paper. Use visuals / images / graphics in your slides because all text slides are boring.


  • The Oral Presentation will be about 10 minutes duration

Slide Preparation

  • The Presentation includes slides (Google Slides and/or use of presentational aids (i.e., talking using notes, chalkboard or whiteboard, creating or showing a video, demonstration
  • Use the Arial Font - Headlines 40 points; Body Text 30 points
  1. Slide 1 - Title Slide & Image
  2. Slide 2 - Agenda:
    1. 6Ps - Patron, Problem, Population
    2. 6Ps - Paradigm, Plan, Price
    3. Discussion / Q&A
    4. Invitation / “Ask”
  3. Slide 3 - Patron, Problem & Context
  4. Slide 4, 5, - Problem (and context)
  5. Slide 6 - Population
  6. Slide 7, 8 - Paradigm / Models of Success
  7. Slide 9 - Plan
  8. Slide 10 - Budget (Price)
  9. Slide 11 - Works Cited
  10. Slide 12 - The Opportunity / Ask - Invitation to Patron to Ask Questions
  11. Slide 13 - Visual Image (compelling) - close

Preparing How You Look - Clothes & Presentation Style

Online Presentations & VoiceThread

Instructor / Peer Feedback & Evaluation

Students will receive feedback from the Instructor. (They may also receive online evaluation feedback by student peers - if time is available)

  1. Audience: How well did the Candidate address the interviewer (employer)?
  2. Eye Contact: How well did the Candidate address those actually present?
  3. Body Language: How was the Candidate's appearance, posture and body language?
  4. Vocal Delivery: How was the Candidate's volume, enunciation and pace?
  5. Evidence: Did the Candidate support claims, give examples, and reference facts?
  6. Preparation: Was the Candidate prepared? Did you note careful planning, good time management and smooth transitions?
  7. Organization: Was the Candidate organized? Were his/her answers logical and easy to follow?
  8. Visuals / Images / Graphics: Were there sufficient, attractive and useful visual graphic aids?
  9. Attitude: Did the Candidate demonstrate confidence, respect and interest? (Comment.gif: Attitude may also include: PRESENCE & PERSONALITY)
  10. Knowledge: Did the Candidate demonstrate knowledge and expertise in the subject matter?
  11. Comments / Suggestions for Improvement: Please share your ideas as to how the Presenter could improve
  12. Followed Assignment Instructions: 100% Followed Instructions: Yes / No

Final Blog Post - Course Learnings & Takeaways

  • For the Final Blob Post, please include a reflection on What Worked Well (WWW) in your Presentation, and what could have worked better (WWW)

FINAL PAPER (5-7 pages) - Magrino, pp. 211-277 (Chapter 7)

  • Rationale: make a leadership statement (Project Proposal) for a specific audience - that puts info into action - by proposing a research-justified solution to a well-defined problem.

Features

  • consistent professional tone
  • clearly numbered pages
  • coherence - rhetorical, design and signposting strategies
  • clearly distinguished headings and subheads - to guide the reader - easy comprehension
  • list items with bullets or numbers
  • label and number all graphics and figures
  • consistent typography, style


Contents

Final Paper Sections (parts)

  1. Cover Page with Title - not numbered
  2. Executive Summary - 1-2 paragraphs (Roman numerals (iv-v)
  3. Introduction - 1 pages (Arabic numeral 1+)
  4. Literature Review - 1 page
  5. Plan - 1 page
  6. Budget & Assumptions - 1 page (visual)
  7. Discussion - 1 page & Evaluation Plan - use Bullet points, SMART Goals & Explanation of Your Rationale
  8. Works Cited (minimum of 6) (Chicago style) - 1/2 page
  9. Visual Aids (or Figures) - incorporated into the text when possible
  10. Appendix (if necessary)

For SMLR Fall 2018 Class

Page 1

  • Cover Page with Title + Image
  • Executive Summary (1-2 paragraphs)

Page 2 +3

  • Introduction - ¾ page
  • Literature Review - ¾ page

Page 4 + 5

  • Plan - 1 page
  • Budget & Assumptions - 1 page (table - ½ page)

Page 6 + 7

  • Discussion - 1 page
  • Evaluation Plan - use Bullet points, SMART Goals & Explanation of Your Rationale

Page 8

  • Works Cited (minimum of 4) (Chicago style) - 1/2 page

Appendix

  • If necessary)


Instructions

Structure and Format for Final Paper

  • Write your Full Name (First, Last), Email Address and Phone Number (with area code) - at the top of the paper
  • 12 points, Times New Roman font
  • 1 pages = 500 words per page); Single-spaced
  • Use headings (as below)
  • 1 inch margins
  • Submitted to Canvas as MSFT Word Document
  • Properly Name Document (i.e., Shawn Fisher_Final Proposal)
  1. Visual Aids (or Figures) - incorporated into the text when possible

Cover Page with Title

  • not numbered

Executive Summary

  • 1-2 paragraphs (i.e., 250 words total)

Introduction

  • 1 page

Literature Review

  • 1 page

Plan

  • 1 page

Budget & Assumptions

  • 1 page
  • Use table for Budget

DISCUSSION AND EVALUATION PLAN

  • Discussion - 1 page
  • Evaluation Plan - use 5-7 Bullet Points, SMART Goals; also include explanation of your Rationale
  • What are my SMART Goals (i.e., Specific; Measurable, Achievable, Realistic, Time-based)

Works Cited (6)

  • 1/2 page
  1. Works Cited (minimum of 6) (Chicago style)

Appendix

  • if necessary


Reflection Discussion: Course Learnings & Take-A-Ways (400 - 500 words)

  • What Did I Learn About Myself?
  • What Am I Going to Do Differently? Why?
  • What are my SMART Goals (i.e., Specific; Measurable, Achievable, Realistic, Time-based)
  • What are the Take-A-Ways / Key Learnings from this Course?

NO REPLIES DUE THIS WEEK


Weekly Agenda

(Comment.gif: Subject to change and revision as term progresses. Students will be notified of changes in class or by Canvas)

Week 1: Course Intro / Review Syllabus

Getting Ready for the Course

You may wish to read the following articles:

Week 1 Readings & Multimedia

Read

Watch / Listen

Week 1 Discussion

Week 1 Activities (in-class)

Week 1 Homework - Article / Video, etc.

Readings

  • See Readings & Multimedia for Week 2

Activities

  • See Activities for Week 2

Helpful Learning Resources / Tips

  • To use Google Docs - There are 2 files in the Google Drive Folder: (1) the Professor's Mini-Bio; and (2) a Mini-Bio Template for you to MAKE A COPY. Right-click your mouse; scroll down the menu and make a copy of the file. Be sure to Rename the File with your First Name and Last Name (i.e., Mini-Bio John Doe.
  • Looking for topics / proposal ideas, see - SMLR E- List Archives. There are other sources including the Library and Employment Research Centers but this is a great start!
  • Bookmark - http://wikieducator.org/Writing_in_labor_and_employment_relations/Assignment_instructions
  • Use RefWorks 3 to properly cite / document your research sources. (We use Chicago NOT MLA). RefWorks 3 is available online for free from the Rutgers Library - https://www.libraries.rutgers.edu/refworks.
  • Digital Portfolio - The Project / Proposal will become part of your Digital Portfolio
  • Plagiarism - Never plagiarize and always, always cite your resources and quote properly
  • Need A Business Writing Tutor? (5 week program). Sign up early in the semester at: http://writingctr.rutgers.edu

Week 2: SMLR E-List Archives Article / Newspaper Exercise & 6Ps

Review

  • Welcome to new people - introduce yourself; (New students - meet Instructor after class)
  • Review Course (Syllabus) Changes - http://wikieducator.org/Writing_in_labor_and_employment_relations/Syllabus_changes
  • Course includes: research, analyzing, synthesizing ideas; assignments
  • Ground rules for working together - no criticism, judgment, supportive environment
    • "What Works Well" (WWW) and "What Could Work Better" (WCWB)
  • Preparing for 1st time activity - use 3-5 bullet points (instead of paragraphs).
  • Course tweaks, adjustments, modifications + improvements (experimentation)

Week 2 Readings & Multimedia

Read

  1. Problem - What are the main Problems that need to be addressed? How could research shed light on these problems (i.e., scale, scope, significance). What sources of info would Patron be most interested about the Problem
  2. Population - Who does Problem affect? Who has a stake in seeing there is a solution to Problem? Does your population have same interests as Patron?
  3. Patron (Funder) - Who would be willing to fund this project? Why would they want to fund it?

Watch/Listen

  • Podcast - Universal Basic Income (Sam Harris interviews Andrew Yang - 2020 Presidential candidate and entrepreneur) - https://wakingup.libsyn.com/130-universal-basic-income - (Comment.gif: Start at 4:00 minutes)
    • Waking Up with Sam Harris: #130 — Universal Basic Income - wakingup.libsyn.com )Join neuroscientist, philosopher, and best-selling author Sam Harris as he explores important and controversial questions about the human mind, society, and current events.)

Week 2 Discussion

Week 2 Activities (in-class)

  • Instructor Lecture - 6Ps
  • Newspaper Exercise (SMLR Article) & Class Discussion p. 7 (Comment.gif: Keep an electronic and printed copy of the article - and submit it as requested.)
    • Choose one (1) of the SMLR articles, prepare answers to two (2) questions in the Newspaper Exercise (Magrino, p. 7). (Comment.gif: Save an electronic / PDF copy and/or take a photo of the article for the future.)
    • Individually, complete the worksheet. Discuss in groups, then report to class (plenary).
  • Discuss two (2) Proposal Ideas / Topics / Research + Conduct Six (6) P’s Exercise w/ Class Discussion (Magrino, p. 9)

Week 2 Homework - Article, Videos, etc.

Read

  • See Readings & Multimedia for Week 3

Activities

  • Write 3-5 Substantive Bullet Points for each discussion question for Joel Barker's "Defining a Paradigm", pp. 17-21); Discussion questions, pp. 23-24 (we will collaborate in groups, to discuss questions in detail).
  • Find a job posting / advertisement that you want to apply to. Save the job posting / advertisement in an electronic format (PDF) and/or take a photo - and bring it to class.
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form if you need an e-copy.)
    • Refer to the corresponding Grading Criteria for each assignment.
  • Write DRAFT Cover Letter / Resume - for Peer Review.
  • Bring in two (2) possible Project Ideas / Titles to discuss next class.
  • Complete Mini-Bio (have headshot / pix ready) - https://drive.google.com/drive/folders/1whjxIT-RRHQKfT1cJY4QK_u7pvywLaiB?usp=sharing

Helpful Learning Resources / Tips

Week 3: Paradigm, Cover Letter & Resume

Review

Week 3 Readings & Multimedia

Read

  • Barker, Joel, "Defining a Paradigm", pp. 17-21
    • Group Discussion, pp. 23-24
  • Peer Review Workshop - DRAFT Cover Letter / Resume (Magrino, p. 133)
  • Pirson, Michael and Lawrence, Paul, "Humanism in Business: Towards a Paradigm Shift?", pp. 33-46
    • Discussion questions, pp. 47-48
  • Magrino, Chapter 3, The Cover Letter and Resume - pp. 125-137.
  • Alred, Chapter 9, Job Search and Applications - Application Cover Letters, pp. 260-272.
  • Alred, Chapter 9, Job Search and Applications - Resumes, pp. 282-300.
  • Wordiness - Part 1 - "I am currently employed" / Bonsai tree example

Watch / Listen

Week 3 Discussion

Week 3 Activities (in-class)

  • Problem PPT
  • Paradigm - PPT
  • Cover Letter & Resume PPT
  • Seven (7) Tips for Big Improvements in Your Writing (see below)

Week 3 Homework - Articles, Videos, etc.

Readings

  • See Readings & Multimedia for Week 4

Activities

  • Complete FINAL Cover Letter / Resume (include the job posting / advertisement)

Helpful Learning Resources / Tips

Seven (7) Tips for Big Improvements in Your Writing

  1. Show: Alignment between Job Description, Resume & Cover Letter (or, for any document)
  2. Share: Accomplishments / Achievements vs. Responsibilities
  3. Remove: Extraneous / Redundant Content
  4. Break: Run-On Sentences into Smaller Sentences
  5. Delete: Orphan / Widow Text (i.e., tighten up the sentence and save a line)
  6. Use: Active vs. Passive Sentences (i.e., past vs. present tense)
  7. Attention to Detail: Grammar, Punctuation & Formatting

(Comment.gif: You will get good background/overview info from CQ Researcher and specialized/general online encyclopedias, for ideas to research. Also, be Look at the videos for useful tips to find and narrow topics.)

Week 4: White Paper, Annotated Bibliography & References

Review

  • What did I learn from last week? Outstanding Questions?
  • Researching the Patron, Problem and Paradigm (Magrino, pp. 141-144)

Week 4 Readings & Multimedia

Read

  • Magrino, "Researching the Problem (Topic)", pp. 139-163
  • Magrino, White Paper Assignment, pp. 145-155
  • Magrino, Sample Annotated Bibliographies, pp. 155-163
  • Alred, "Outlining" and "Paragraphs", pp. 23-29
  • Peek, CJ et. al), The 5Rs of Conducting Relevant Research, pp. 93-104
    • Discussion questions, pp. 105-106
  • Huffman, Stephanie, Missing Link: Lack of Citations and Copyright Notices in Multimedia Presentations pp. 115-122
    • Discussion questions, pp. 123-124
  • Alred, Brusaw, and Oliu. The Business Writer’s Companion, 8th edition (2017), Bedford/St. Martin’s, Chapter 5, Job Search and Applications - Research - pp. 167-173

Watch / Listen

Week 4 Discussion

Week 4 Activities (in-class)

  • Proposal Titles
  • Review White Paper Assignment (2 pages - 500 words per page)
    • Requires: 4 sources (i.e., 2 scholarly OR 2 popular OR 4 scholarly) + 1 original source through fieldwork (i.e., phone / in-person interview)
  • Review Annotated Bibliography (100-150 words per entry)
    • 2 references that are related to your definition of the Problem; and
    • 2 references related to the Paradigm (i.e. your literature review regarding ways of solving the problem).
  • Explain Visual Storytelling: The Emotional and Persuasive Power of Images

Week 4 Homework - Articles, Videos, etc.

Readings

  • See Readings & Multimedia for Week 5

Activities

  • Complete DRAFT White Paper (NEW: White Paper Peer Review Workshop Form)
  • Complete DRAFT Annotated Bibliography for Peer Review Workshop
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form if you need an e-copy.)
    • Refer to the corresponding Grading Criteria for each assignment.

Helpful Learning Resources / Tips

Week 5: Plagiarism; Visual Storytelling; White Paper & Annotated Bibliography (Peer Review Workshops)

Review

Week 5 Readings & Multimedia

Read

  • Alred, Chapter 4 - Proposals to Quotation Marks - p. 120-136
  • Alred, Chapter 6 - Formal Reports - pp. 176-202
  • Alred, Chapter 10 - Style and Clarity
    • "Business Writing to Loaded Arguments", pp. 306-319;
    • Tone to You", pp. 328-334.
  • Alred, Chapter 11 - Grammar
    • "Dangling Modifiers, p. 349
    • "Person", p. 360
    • "Sentence Construction to Sentence Fragments", pp. 370-377
    • "Tense, Verbs and Active Voice", pp. 377-385
  • 'Alred, Chapter 12 - Punctuation and Mechanics, pp. 388-423

Watch / Listen

Week 5 Discussion

Week 5 Activities (in-class)

  • Grammar, Wordiness, Better Writing Construction - Refer to this Week's Readings - into Next Week
  • Midterm Guidance: Plagiarism
  • Fieldwork: Tips & Techniques
    • Future: Mini-Survey Workshop (see following week)
  • Visual Storytelling Slides (i.e., Pix from USAID) ; What "Problem" do Images Convey? - continued from Week 4 (Visual Storytelling folder on Scarlet Drive)
  • DRAFT White Paper Peer Review Workshop (pairs)
  • DRAFT Annotated Bibliography Peer Review Workshop (pairs)
    • Peer Review Workshop Form, p.163
    • Prof. Fisher - Go Around Class - Call for Responses to the following:
  1. Source - Name one (1) Source + Explain it
  2. Theory Identified in the Source - applicable to your proposal
  3. Paradigm - which Paradigm you are using?
  • FUTURE: Mini-Workshop (Survey Development)

Week 5 Homework - Articles, Videos, etc.

Reading

  • See Readings & Multimedia for Week 6

Activities

  • Complete FINAL White Paper
  • Complete FINAL Annotated Bibliography

Helpful Learning Resources / Tips

Week 6: Initial Sales Letter; Wordiness & Dangling Modifiers

Review

  • What did I learn from last week? Outstanding Questions?
  • Feedback on Assignments
    • Note Learning from Last Week - Key Points - Grammar, Active & Specific Language, and Connection / Alignment btw: CL, Resume and JD (Writing Course)
  • Surveys, Questionnaires?
  • Submit FINAL Versions of White Paper and Annotated Bibliography on Canvas
    • ALSO - Remember Naming Convention - White Paper_First Name_Last Name

Week 6 Readings & Multimedia

Read

  • Magrino, Chapter 5, Midterm / Initial Sales Letter guidelines and samples (Magrino, pp. 169-184)
  • Miller, Jane. "Organizing Data in Tables and Charts", in Magrino, pp. 107-111 (Discussion questions: 113-114)
  • 5 R's Research & Citations in Multimedia Presentations - pp. 93-104

Watch / Listen

Week 6 Discussion

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 6 Activities (in-class)

  • Greatest Pep Talk from Oprah magazine
  • Miller, Discussion questions, pp. 113-114 - Prepare answers for Questions 5 & 6
  • 5Rs, Discussion questions, pp. 105-106 - (Pay attention to Table 2 + Prepare answers for Questions 1, 4 and 5) answers for Questions 1, 4 and 5
  • Wordiness & Misplaced, Dangling Modifiers
  • Midterm / Initial Sales Letter guidelines

Week 6 Homework - Articles, Videos, etc.

  • See Readings & Multimedia for Week 7

Activities

  • Write an Initial Sales Letter DRAFT (4 pages) - single spaced, not including the list of works cited (Chicago style).

Helpful Learning Resources / Tips

Week 7: Course Revision; WP & AB Feedback & Paradigm Review

Review

  • What did I learn from last week? Outstanding Questions?
  • Review of White Paper & AB
  • Review of Paradigm

Week 7 Readings & Multimedia

Readings

Watch / Listen

  • TBD

Week 7 Discussion

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 7 Activities (in-class)

Week 7 Homework - Articles, Videos, etc.

Readings

  • See Readings & Multimedia for Week 8

Activities

  • Review of WP & AB - Instructor and Peer Feedback
  • Paradigm Revisited / Explained
  • Mini-Assignment - Revised Paradigm (1 page) - due Friday @ 11:59 pm - not graded (complete / incomplete)
Helpful Learning Resources / Tips

Week 8: Paradigm Review; Originality; Revised WP & AB; Sales Letter

Review

  • Paradigm process (revised)

Week 8 Readings & Multimedia

Read

  • Magrino, Chapter 7, "The Project Proposal", pp. 211-278

Watch / Listen

Week 8 Discussion

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 8 Activities (in-class)

  • Quick Ways to Write: (1) Write in Your Head; (2) Bullet Points (flow); (3) Short Sentences
  • Review of Paradigm (1-pager)
  • Originality

Week 8 Homework - Articles, Videos, etc.

Readings

  • See Readings & Multimedia for Week 9

Activities

  • Resubmit REVISED WP & AB
  • Mini-Assignment - Plan (1 page) - due Friday @ 11:59 pm - not graded (complete / incomplete)
    • Who, What, Where, Why, When & How

Helpful Learning Resources / Tips

Week 9: Plan Review; Sales / Pitch Letter

Review

  • Plan (and Mini-Assignment Plan - 1 pager)
  1. Who - who is the plan for? Population
  2. What - what is the plan? (next classes - also consider costs / expenses; partnerships, assumptions, etc.)
  3. How - how is the plan going to work? How will you know it is working / on target? ((Comment.gif: This is NOT about how your App / Software works or the Features, or a description - but the PLAN, the Benefits and an in-depth analysis)
  4. Why - why is the plan going to work? Show alignment between plan, population, resources, etc.
  5. Where - where will be the plan be implemented?
  6. When - when will the plan be implemented?

Week 9 Readings & Multimedia

Read

  • Magrino, Chapter 7, "The Project Proposal", pp. 211-278
  • Project Proposal for Peer Review Workshop IV: Plan, Budget and Discussion, pp. 271-272

Watch / Listen

Week 9 Discussion

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 9 Activities (in-class)

  • Review Plan
    • Who, What, Where, Why, When & How

Week 9 Homework - Articles, Videos, etc.

Readings

  • See Readings & Multimedia for Week 10

Activities

  • Mini-Assignment - Budget (1 page) - due Friday @ 11:59 pm - not graded (complete / incomplete)
  • Write a draft of your Budget - 1 page 
    • Create a table with your line items (in descending order - highest cost first).
    • Identify and explain your Assumptions in a section under the table.
    • We will review this in class.

Helpful Learning Resources / Tips

Week 10: Budget Review; Sales / Pitch Letter

Review

  • Budget, Risks & Assumptions & Contingencies (Mini-Assignment - 1 pager)

(i.e., top down, bottom up, funded / research / evidence-based from prior quarter / year

Week 10 Readings & Multimedia

Readings

  • Magrino, Chapter 7, "The Project Proposal", pp. 211-278
  • Project Proposal for Peer Review Workshop IV: Plan, Budget and Discussion, pp. 271-272
  • Alred, Chapter 7 - Design and Visuals - pp. 204-236 (helpful cheat sheet on p. 235)

Watch / Listen

Week 10 Discussions

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 10 Activities (in-class)

  • Initial Sales Letter (FINAL) - NOVEMBER 14 (See: Midterm / Sales Letter Peer Review Workshop, Magrino, Peer Review Forms, pp. 185-186)
  • Budget (and Mini-Assignment - 1 pager)
    • Assumptions
  • Video: Project Cost Management Tips: Keeping Your Project Budget Under Control (6:16)
    • Activity: Identify Risks to Project - how will it affect Budget Estimates / Calculations
    • (Reframing? - “if we don't do X, 31 percent would just not accept (a job offer) - what does this really mean?)
  • From Research (Scholarly) to Evidence (Year 1 esp, Year 2)

(Comment.gif: I Show adequate demand. Year 1 - Keep costs low, and seek to engage population for program / intervention use. This will demonstrate to Funder that your Population WILL actually use the proposed intervention. This will generate additional evidence that you can build on in Years 2 and 3.)

  • Partnerships + Risks (discussion)
  • Partner Feedback / Insights

Week 10 Homework

Readings

  • Partners & Risks (1-page)
    • There are two (2) sections for this 1-pager (each one is 1/2 page).
    • Use bullet points for each section.
  1. Explain your choice of Partners for your Proposal - 1/2 page.
    1. What is the rationale for your selection; what will you be offering to them and receiving in return; and what is it about this particular partner that makes it worth pursuing?
  2. Identify and explain the risks to the success of your proposal - 1/2 page
    1. What are the risks and how can they impact your success?
  • We will review both sections in class.
  • See Readings & Multimedia for Week 11

Activities

  • See Activities for Week 11

Helpful Learning Resources / Tips

  • Project Proposal for Peer Review Workshop III: Introduction and Literature Review, pp. 265-266
  • Project Proposal for Peer Review Workshop IV: Plan, Budget and Discussion, pp. 271-272

Week 11: Partnerships & Risks; Labor Relations & Discussion

Review

  • Partnerships + Risks (1 pager)

Week 11 Readings & Multimedia

  • TBD

Readings

  • Magrino, Chapter 7, "The Project Proposal", pp. 211-278

Watch / Listen

  • TBD

Week 11 Activities (in-class)

Naomi R Williams (PhD University of Wisconsin-Madison, 2014) is a historian of the United States focusing on working-class and labor history of the late-20th century. She joined the Rutgers School of Management and Labor Relations in fall 2018.  Her research interests include urban politics, race and society, working-class history, and the broader history of capitalism.  Currently, she is revising a book manuscript, tentatively titled “Workers United: Race, Labor, and Coalition Building in Deindustrialized America,” on the transformation of class identity and politics in the second half of the twentieth century. Naomi teaches 201: U.S. Labor and Work before the End of Reconstruction in the Labor Studies department.

She will talk briefly about collective bargaining and labor relations; workers’ agency; and Department of Labor – labor standards and regulations. She will be be happy to answer questions about students’ projects and labor issues related to them. Finally, she will provide a brief list of resources for you. Naomi R Williams, PhD

Week 11 Discussions

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 11 Homework - Articles, Resources

Readings

  • TBD

Activities

  • Prepare Labor Implications & Discussion (1-pager)
    • There are two (2) sections for this 1-pager (each one is 1/2 page). You can use bullet points. We will review both sections in class.
  1. Identify and describe the Labor Issues in your proposal
  2. What are the implications and how will you address them? 

Helpful Learning Resources / Tips

  • TBD

Week 12: Evaluation & Reporting; Review Parts of Final Paper

Review

  • Labor Issues & Implications (1-pager)
  • Iterative learning, feedback loops, continuous improvement

Week 12: Readings & Multimedia

Read

  • Magrino, Chapter 7, "The Project Proposal", pp. 211-278
  • Project Proposal for Peer Review Workshop IV: Plan, Budget and Discussion, pp. 271-272

Watch / Listen

Week 12: Discussions

See: http://wikieducator.org/Writing_in_labor_and_employment_relations/Discussions

Week 12: Activities (in-class)

  • Project Proposal for Peer Review Workshop I, Magrino, pp. 253-254
  • Project Proposal for Peer Review Workshop II: Executive Summary, pp. 259
  • Cover Letter & Title, Abstract and Table of Contents, Table of Figures

Week 12: Homework - Articles, Videos, etc.

Readings

  • See Readings & Multimedia for Week 13

Activities

  • Write DRAFT Evaluation & Reporting & Building Readiness section (1-pager)
    • Write a draft of of how you intend to (1) Evaluate the Proposal; and (2_ Disseminate (Share) it with your stakeholders. You may use bullet points for both sections. We will review this in class.
  • Continue Writing FINAL PAPER (7 pages inclusive; 500 words per page), single-spaced. Cited Works double spaced - Chicago Style).
    • Leadership statement that puts information into action by proposing a research-justified solution to a well-defined problem

Helpful Learning Resources / Tips

Week 13: Final Paper; Course Evaluation

Review

Icon present.gif
Tip: Perform a full review and copy edit of your Final Paper. Excellent grammar makes a big difference to the success of your proposal and your grade.


Week 13 Readings & Multimedia

Read

  • Project Proposal: Peer Review Workshop Evaluation, pp. 277-278

Watch / Listen

Week 13 Discussion

Week 13 Activities (in-class)

Week 13 Homework - Articles, Videos, etc.

Read

  • Read Your Paper Diligently - No Mistakes

Activities

  • Review Evaluation & Reporting & Building Readiness (1-pager)
  • Continue working on Final Project - FINAL DRAFT (5-7 pages; 500 words per page) - (single-spaced. Cited Works double spaced - Chicago).
    • Leadership statement that puts information in action by proposing a research-justified solution to a well-defined problem
  • Peer Review Workshop Evaluation (sheet)
  • Course & Instructor Evaluation (in-class)

Helpful Learning Resources / Tips

  • Review All Criteria in detail



Google Docs

Complete Student Net ID / Contact Info
https://docs.google.com/spreadsheets/d/1DuXD8ZVtKZLhsrZ17dPlczBWWswLVQAL1KlXc3N5mR8/edit?usp=sharing

Complete Mini-Bio (have headshot / pix ready)
(Comment.gif: There are 2 files in the Google Drive Folder: (1) the Mini-Bio of the Professor; and (2) a Mini-Bio Template for you to make a COPY. RIGHT CLICK YOUR MOUSE, SCROLL DOWN THE MENU AND "MAKE A COPY OF THE FILE. Be sure to Rename the File with your First Name and Last Name (i.e., Mini-Bio John Doe)
https://drive.google.com/drive/folders/1whjxIT-RRHQKfT1cJY4QK_u7pvywLaiB?usp=sharing

Videos

Video - Review of Cover Letter & Resume

https://youtu.be/dB90HhkBS1Q

Video - Using RefCheck & Rutgers Library Databases (IRS Form 990)

I've talked about using RefCheck - here's a video about where to find it and access it.

Also - as you are going to be using the Library to Research your Topics / Proposal Ideas - here is a video that shows you how to find the different databases, notably Form 990. I show you how to actually get into the Form 990 filed with the IRS, and searchable at Foundation Directory Online. You can research grants, grant-makers and organizations - to learn about their programs, operations, finances and people - Very cool!

https://youtu.be/YoOMJDDAsrs

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