BCOM 300W: Communication in Business
Course Description
BCOM 300W develops your understanding of the communication process and the factors that can increase or hinder the effectiveness of communication in your future career. This course develops your ability to analyze communication situations and message characteristics, and to adapt your messages to achieve your goals. Emphasis is on solving business problems through the strategic design of verbal, print, and electronic messages. Models for effective business documents, employment communication, presentations, meetings, and interpersonal as well as electronic project interaction are applied to business communication problems. Related technology use, etiquette, cultural differences, and ethical considerations are highlighted.
This is a writing proficiency (WP) course, open to students who have completed ENGL 130 (or its equivalent) with a grade of C- or higher. BCOM 300W is a writing proficiency (WP) course for the College of Business. If you are a business major, you must attain a grade of C- or better in BCOM 300W to graduate.
Course Modality
This fully online course is taught asynchronously using Blackboard as the main learning technology. The course is organized by weekly modules (with weeks beginning on Tuesday), with assignments due Fridays and Mondays. Students are expected to log in at the start of each week to review the material and assignments. I decided to shift the starting day of each week by one day (from Monday to Tuesday) because many students already have online work due for other classes on Sunday nights. This allows them space to complete coursework for BCOM 300W while balancing their other commitments. It’s also beneficial for the instructor because it allows more time to answer questions via email and Zoom.
This portfolio refers to the online asynchronous version of the course, but other sections of the course are taught in person or online synchronously.
Course Design Components
The class is divided into weekly learning modules in Blackboard using Content Areas. Each week is self-paced with chapters from the textbook, Google Docs/webpages/other readings to read, slides to review, videos to watch, and online activities, including quizzes, projects and assignments.
On the Google Doc calendar for the course (see below), students can see a column for things to complete first (readings, lecture videos, etc) with items in order (starting from 1). On Blackboard, students can see the same list of clickable items to read, review and complete. Students will also find their assignments in the same weekly module listed after their “to do” list. To keep things organized, everything a student needs for the week is self-contained in one content area on Blackboard.
Each week is consistent in design/organization and deadlines (Fridays and Mondays). The calendar is available on Google Docs and is typically updated 2 to 3 weeks in advance so students can plan.
Professional Skills
Over 80% of employers value skills such as 🚀oral and written communication, 🔵 ethical judgement and decision making, 🔶 the ability to work in teams, ⭕ critical and analytical reasoning, 🍋 creativity, and 🌎 the ability to apply learning to real-world settings (AAC&U, 2017).
In this course, we …
🚀🔵 Explore emotional intelligence
🔵🌎 Learn about cultural intelligence and implicit bias
🔶🍋🚀 Work in groups on discussions and assignments
🚀🌎 Learn about business etiquette through email
⭕🌎🔶 Use research skills to create reports
⭕🚀 Learn about how to build credibility in business
🚀 Write a resume and a cover letter
⭕🔵 Practice self-reflection
🍋⭕ Discuss strategies to help you build your online brand
...and much more!
Student Engagement
Instructor Feedback on Projects
I always encourage students to submit drafts of their projects to me for feedback. I add it as an optional “to do” item for the week, and I have a turn around time of about 48 hours. I use an announcement to remind them to send me a draft or come into the Zoom Office hours for feedback a few days before a project is due.
Group Resume Review on Zoom
Students do a Resume Update assignment in this class, and part of that update is a group Zoom workshop. Students update their Resumes according to guidelines from the book and the Chico State Career Center, then join a Zoom meeting together to share their updates and provide feedback. There is a specific set of guidelines for the meeting, and one group member records and uploads the meeting video for homework.
Discussion Posts
Students engage in (mostly) weekly discussion posts that ask them to think critically about the week’s topic and share thoughts/ideas/stories. There is a specific prompt for each discussion board, and students earn points both for their original post and their reply to one student.
Assignment Round Up
I always give students the benefit of the doubt when it comes to assignment submissions. Twice a week, or after a big project is due, I will email students who have not yet submitted their work. I find that most often, there has been some technical or internet issue with their submission that is quickly resolved with a simple email. I build this into my weekly routine to make sure I am accommodating all students.
Connect to the Campus (virtually)
As often as I can, I include links and opportunities for students to engage with and connect to campus online. I often send out links to virtual events and workshops, give students opportunities to connect to student services like the Career Center and the Writing Center, and encourage them to connect with Advising through announcements.
Sample Discussion Post
Assessment of Student Learning
Grading Policies
Revisions: This is on a case-by-case basis - students may revise one writing project once during the semester. Students work directly with me to improve and revise their writing.
Grades and Instructor Feedback: I am committed to providing grades and feedback in a timely manner. Since this is a Writing Intensive course, grading may take longer than usual, especially with Writing Projects. Therefore, students can expect your grade/feedback within two weeks of your submission.
A Note on Final Grades: I do not round up final grades. If students earn a 93.9% (A-), I ask that they do not ask me to round your grade up to a 94% (A). This is an equitable practice, and is unfair to students who don’t ask. If students are worried about a few percentage points, they can take advantage of the Extra Credit opportunities.
BCOM 300W Student Learning Goals and Outcomes
General Knowledge: Students should demonstrate an understanding of the information and skills covered in assigned articles and readings, ch. 1-16 of Peter Cardon’s Business Communication: Developing Leaders for a Networked World, such that they are able to
Understand the importance of building and maintaining credibility for business communication.
Communicate routine business messages.
Communicate persuasive messages/ proposals.
Communicate bad-news messages.
Find and evaluate business information and research.
Prepare a business proposal or recommendation.
Prepare and deliver business briefings and presentations.
Understand the role of electronic communication and social media in business.
Demonstrate an understanding of the appropriate use of electronic communication tools.
Understand the importance and development of cultural intelligence in intercultural communication.
Demonstrate an awareness of potential ethical dilemmas and legal aspects of business communication.
Career Connections
Resume & Cover Letter Assignment
Communication in Business lives up to the course title - in this class, we learn about, practice, and revise writing that is used in the professional business world today. These assignments are designed to give students tools for success in their present and future careers. One of the hallmark units in the class is Employment Communication where students update their resumes, practice a professional cover letter, and write reference request emails. We also talk about interpersonal communication skills, job interviews, and more.
Scenario-Based
Writing
Other assignments and projects involve scenario-based writing where students are given specific career focused scenarios and asked to respond. These scenarios promote experiential learning and facilitate connections with the professional field, as well as give students an opportunity to practice and revise their responses. Some examples of this include emotional intelligence scenarios, difficult conversations with colleagues, and research-based inquiries.
Career Fair & Professional Resources
I like to connect students with resources outside of my class, and one amazing resource that adds connections to the professional field is the Chico State Career Center. The Career Center holds Business Career Fairs each semester, and I often will cancel class to allow students to attend the event. Some students are seriously looking for opportunities to connect with employers, and some go to experience the event and plan for future attendance. They get an opportunity to see the value in events outside of the classroom and practice the skills we have been covering in class!
Technology & Tools
Blackboard/Zoom
In order to keep things streamlined, I try not to use too many new technologies in my online course. The Go Virtual mentors recommended that I focus on what students already know and have access to: in this case, Blackboard and Zoom. My technology requirements are made clear from the beginning of the course (pictured), and include technologies for which students already have accounts (Blackboard, Zoom, Google Suite). This focus helps us explore the features of these readily available programs, and I hope it helps students feel prepared for other online classes that they may take in the future.
Accessibility Focus
My online Blackboard course is also heavily focused on accessibility. My lecture videos all have captions, my PowerPoints and PDFs are accessible, and I regularly check in with OATS (the Office of Accessible Technology and Services) to make sure my course is meeting the standards of the university.
Elements of Equity, Diversity & Inclusion
Diversity Statement from the Syllabus
Our campus is a pretty diverse place, and when educators think about diversity, they often think solely about ethnicity. When I think about diversity, I define it on a much broader scale. Your wide range of identities can include ethnicity, race, socioeconomic status, country of origin, language, gender identity, sexual orientation, mental health, age, and more! You bring a multitude of identities to the (virtual) classroom, and these identities influence how you learn, communicate, and collaborate.
My overall strategy for respecting you as a diverse learner is to continually engage in self-reflection to ensure that my pedagogy and curriculum is equity-minded and based on the needs of diverse populations. I have experience with equity-minded teaching practices that I will utilize to more effectively support you, and I want to collaborate in open communication with you. I look forward to working with you this semester.
In this class, I will work to promote an anti-discriminatory/anti-racist environment where everyone feels safe and welcome. I recognize that racism and discrimination can be direct or indirect and take place at both institutional and personal levels. I believe that such discrimination is unacceptable and I am committed to providing equality of opportunity for all by eliminating any and all discrimination, harassment, bullying, or victimization. The success of this relies on the support and understanding of everyone in this class.
We all have a responsibility not to be offensive to each other, or to participate in, or condone harassment, racism or discrimination of any kind. I am open to conversations about how my course and learning materials can also make our class environment more welcoming. Please reach out to me if you notice what I can do better, or want to have a larger conversation about anti-racist teaching practices.
Antiracism in Business Critical Thinking Activity
Midway through the semester, I ask students to read two chapters from “How to Be an Antiracist” by Ibram X. Kendi and think critically about capitalism, racism and diversity in the workplace. One question asks them to consider how they want capitalism to play a role in their future careers, and to critically think about Kendi’s connection of capitalism to racism. Another question asks them to share how they might answer a job interview question about diversity in the workplace. Many students are excited to learn about and consider these difficult questions, and some find themselves reflecting on them weeks after the assignment has been completed.
International Communication Project
Another important element of diversity and inclusion is cultural diversity. In BCOM 300W, we cover cultural intelligence and the importance of respecting, recognizing and appreciating cultural differences, both in and out of business scenarios. Students learn about global communication and diversity, principles of high cultural intelligence, and intersectionality. This learning culminates in a large project called the International Communication Project which asks students to research and present their findings on business practices and etiquette in other countries.
Training in Course Design (QLT, GO Virtual, Digital Pedagogy, AEL Institute)
The major takeaways from the various trainings I attended include:
Consistency and Simplification of Course Design
Help your students stay organized and set them up for success by keeping your weekly modules consistent and simple in their organization. Students have told me over and over how organized and easy to follow my online course is! Part of this is keeping things consistent from week to week so students can manage their workload without also trying to manage the organization of the course.
Authentic Assessment
Whenever possible, make your assignments/quizzes/projects authentic for the students. Authentic assessment, to me, means having students respond to or reflect on a real-life career situation as an assignment (like writing a Cover Letter). This makes learning not only more powerful, but purposeful and useful for their immediate lives and future careers.
Clear Goals
When our students have specific goals outlined, those goals are easier to achieve. After learning about goals from Go Virtual, I now ask students not only to share their goals for the course, but a specific plan of achievement in a series of questions.
For each goal, talk me through the following:
What is the goal you have set for this class?
What are the benefits of achieving that goal?
What is your step-by-step plan to achieve this goal?
What are the likely obstacles that may prevent you from achieving this goal?
What is your specific plan for avoiding/overcoming those obstacles?
