Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing.

Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing. prereq: CEHD student, honors, 1st-term fr

The course introduces students to applied psychology as a discipline and reviews fundamental principles of psychology through the lenses of applied and professional areas that are the foci of CEHD majors. Specifically, through the lenses of education, we review principles of learning, memory, development, intelligence, and interventions; through the lenses of health and wellness, we review personality, biological, social, and cognitive bases of normal and abnormal behavior, as well as treatments; and, through the lenses of business and organizations, we review principles of motivation, sensation perception, and social behavior. Thus, these psychological principles are considered theoretically, empirically, and through examples for application, with lab discussions and projects emphasizing education, business, health and wellness. The course serves as a foundation for future coursework in education, health sciences, and psychology, and is consistent with the APA’s public education effort to demonstrate how the science and application of psychology benefits society and improves lives.

Scientific study of human behavior. Problems, methods, findings of modern psychology.

Scientific study of human behavior. Problems, methods, findings of modern psychology. prereq: Honors

This course prepares students to present information and hone their messages based on audience need in a variety of business, leadership, and workplace contexts. Students interested in majoring in Business and Marketing Education (BME), Human Resource Development (HRD), and other majors can take this course in order to develop the disciplinary practices used in training and development, as well as business and industry to convey vital and timely messages.

This course prepares students to present information and adjust their messages based on audience need in a variety of future work contexts. Students interested in majoring in Family Social Science, Education, Youth Studies, and Kinesiology will take this course in order to develop the disciplinary practices used in counseling, community-based organizations, education, and health sciences to convey important, and often sensitive, material to specific audiences.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent

This class is an introduction to differential calculus: instantaneous rates of change, derivative graphs and formulas, multivariate scenarios, partial derivatives and integration. Applications focus on analyzing change in social science scenarios such as gentrification and racial disparities in housing using authentic Minnesota data. Prerequisites: four years high school math OR grade of at least B+ in CI 0832 or PSTL 0732 OR placement test score OR instructor consent.

Academics and researchers have long used data & visualization to support and illuminate particular narratives in their scholarship. Today, data visualizations are found not only in the pages of academic journals; many non-academics, including journalists and activists, use increasingly complex data visualizations and statistical summaries to convey salient information and storylines. This course will help students build on their statistical thinking and understanding learned in high school to think critically about the use of summaries and visualization and their role in the data narrative. It will also cover the use of computational tools and methods for creating data summaries and visualization that facilitate seeing patterns and relationships in data, and producing better narrative through communicating with data. Students will learn course material through in-class activities and projects conducted in cooperative learning groups and through assignments requiring the application of concepts and technology presented in class to additional real-world examples of data visualization.

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

This course is for any undergraduate student interested in learning about and applying the theory and practice as it relates to resilience and wellbeing. This course integrates key cross-cutting, scientific findings from a range of psychological disciplines, including positive psychology, clinical psychology, developmental psychology, neuropsychology, and social psychology. Stated simply, resilience refers to the human capacity and ability to both survive and thrive in the face of life circumstances. Students will develop a deep understanding of the theoretical concepts of stress, resilience, and wellbeing, as well as specific resilience practices scientific research has shown enable people to better manage and bounce back from stressful situations and enhance their social, emotional, and behavioral functioning in career and personal aspects of life.

Introduction to the breadth and nature of mathematics and the power of abstract reasoning, with applications to topics that are relevant to the modern world, such as voting, fair division of assets, patterns of growth, and opinion polls. prereq: 3 yrs high school math or placement exam or [grade of at least C- in PSTL 731 or 732]

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions with applications; zeroes of polynomials; inverses and compositions of functions; exponential and logarithmic functions with applications; coverage beyond that found in the usual 3 years of high school math. prereq: 3 yrs of high school math or satisfactory score on placement test or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Graphical/numerical presentations of data. Judging the usefulness/reliability of results/inferences from surveys and other studies to interesting populations. Coping with randomness/variation in an uncertain world. prereq: Mathematics requirement for admission to University

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy.

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy. prereq: Honors student, proficiency in high school algebra

Microeconomic behavior of consumers, firms, and markets in domestic and world economy. Demand and supply. Competition and monopoly. Distribution of income. Economic interdependencies in the global economy. Effects of global linkages on individual decisions. prereq: knowledge of plane geometry and advanced algebra

Unemployment/inflation, measures of national income, macro models, fiscal policy/problems. Taxes and the national debt. Money/banking, monetary policy/problems. Poverty and income distribution. International trade and exchange rates. Economic growth/development. prereq: 1101 or Econ 1101

Aggregate consumption, saving, investment, and national income. Role of money, banking, and business cycles in domestic and world economy. International trade, growth, and development. U.S. economy and its role in the world economy. International interdependencies among nations. prereq: [1101 or equiv], knowledge of plane geometry and advanced algebra

Life - like leadership - is full of paradoxes. We are all individuals. At the same time, we are all part of families, communities, institutions, structures, and systems. To understand and practice effective leadership, we must make sense of our lives - including our unique identities and experiences - within these broader organizational and societal contexts. We must think critically about how power flows through society, and how it shapes agency, opportunities and wellbeing for individuals and communities. And we must think creatively and critically about how leadership can help promote equity, justice, and human flourishing. In this course, we focus on organizations as a core context for leadership. Organizations are everywhere - some formal, some informal. For example, we are all part of an educational organization: the University of Minnesota. We all interact with governmental organizations at national, state, and local levels. We may belong to community, religious, or cultural organizations. We might work - now or in the future - for a corporation, a nonprofit, or a cooperative. We may belong to an advocacy organization that works for social change. To study leadership within these various types of organizations, we must also turn inward to examine our own identities, social locations, and experiences. We draw on concepts and theories - from the fields of leadership development, organizational studies, sociology, and psychology - to analyze our lived experiences within broader contexts, and better understand the behaviors of individuals and groups within organizations. This course will require active engagement with course materials, your classmates, and class projects. Our class sessions will include group activities, student-driven discussions, and the occasional mini-lecture. We will explore case studies and individual narratives as touchstones for applying theory to real world contexts. Over the semester, you will complete both individual and group assignments, including reflective writing and class facilitation. Ultimately, this course is a "learning lab" where we have the chance to practice being how we would like the world to be. Old: Students examine own views of leadership, differences between

Ongoing evolution of social contexts and work through the interdisciplinary lens of future studies.

Ongoing evolution of social contexts and work through the interdisciplinary lens of future studies. prereq: Honors student

Explore professional communication. Research/analysis writing. Memos, reports, proposals, human resource-related documentation, letters or announcements, presentations. prereq: 60+ undergraduate credits, declared major

In this course students practice writing and revising common business documents for today?s business world. Students write memos, proposals, cover letters, resumes, and digital and web content as well as practice choice of appropriate formats and media. The course draws from current business practices and stresses workplace collaboration, broader issues of professional literacy, and responsive writing styles. Students practice rhetorical analysis and discuss concepts such as audience, purpose, tone, and context when writing and revising their documents. Students analyze and write from a variety of perspectives and contexts including formal (researched reports, proposals) and informal (email, social media) communication. Students also build a professional online presence through such platforms as LinkedIn.

This course teaches strategies and skills to communicate with confidence, clarity, and impact in business settings. Students develop their abilities in critical thinking (analyzing data, audience, purpose, and context) and craft (honing skills in storytelling, persuasion, writing, diction, tone, presence, data visualization, and visual design). They learn to navigate ambiguity, evaluate the needs of internal and external stakeholders, and communicate solutions to complex business problems. The course is performance- and project-based. Students produce professional-level memos, emails, and research-based proposal decks. They deliver multiple presentations (individual and team) and learn to communicate effectively with data. Students will meet with the instructor in small groups outside of class time for one scheduled lab session. The course culminates in the Case Study Competition where student teams apply their knowledge to address a real challenge from one of our industry partners. prereq: First Year Writing, Carlson School junior or senior.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience. Honors section includes discussion on scholarly readings in technical and professional writing as well as a final project that must be addressed to a real-world audience.

Theories of adult learning, learning/teaching styles, methods/perspectives of teaching, applications of teaching in various settings.

Human resource development theories, principles, concepts, and practices.

Processes to carry out theoretically sound training/development practices, within the context of systemic relationship with host organization or system.

Organization development theories, principles, concepts, and practices. How development is used to direct change in an organization.

This course is designed to provide Undergraduate Business and Marketing Education (BME) & Human Resource Development (HRD) students with the tools necessary to develop a career management plan to become successful business and marketing professionals and/or human resource development professionals. prereq: Admitted BME major or Admitted HRD major

OLPD 4696, the Applied Experience course, is designed as a culminating learning experience for students nearing graduation. It affords students an opportunity to seek out practical work experience related to their area of concentration in business and marketing or human resource development. An essential part of an Applied Experience is the opportunity to use the knowledge acquired in the classroom in practical applications in the workplace. Problem-solving and creative thinking in the workplace supports the retention and mastery of information gained in the classroom. To be successful, the Applied Experience in BME/HRD should focus on a specific project(s) or task(s) that lend to analysis and resolution over the course of 6 to 14 weeks. A typical Applied Experience in BME/HRD involves 160 hours of work for 4 credits including all the course work listed on this syllabus (20 hr) during a single semester (45 hours per credit). The Applied Experience in BME/HRD is not credit for work. Students must be engaged in specific activities/duties related to their area of concentration related to the field of business and marketing or human resource development. Each activity is expected to relate to a BME/HRD theory, a career competency area, or professional skill. The student and the employment supervisor will be asked to sign a contract stipulating to the internship objective and activities; the contract must also be approved by the instructor. prereq: OLPD ugrd student in BME/HRD, BME compl 3 of the 4 cores: OLPD 3318, 3401, 3424, 4426. HRD compl 4 of the 4 cores: OLPD 3601, 3202, 3621, 3641. Completed or permission to be concurrently registered for OLPD 3609.

Instructional uses of computers/representative business, education, marketing applications. Word processing, databases, spreadsheets, graphic design. Expectations are for demonstrations of skills on apps/understanding of concepts that go beyond basic.

Competencies in computer applications used in the social sciences and business to solve problems. Using advanced word processing techniques to create complex documents, electronic spreadsheets to analyze data and present it graphically, database management programs to store, organize, and query data, and presentation software to communicate ideas.

Digital transformation through new technologies such as artificial intelligence, enterprise systems, electronic commerce, Internet of things, social media; IT strategy and data-driven decision making; privacy and security issues related to the Internet; a must take for students who want to be prepared for the rapidly changing technological landscape as successful professionals

Readings from leadership studies, literature, and film. Ethical dilemmas. Different styles of leadership and their consequences. Intersection of public/private in exercising leadership. Competing loyalties/pressures felt by leaders/followers. Fundamental questions about nature/desirability of leadership.

Living in the age of technology has implications for everyone in Business & Marketing Education (BME) and Human Resource Development (HRD). Technology that makes it possible to collect huge amounts of data has given more individuals and organizations the power and responsibility to analyze data and make decisions based on this data. The amount of data being collected on our preferences, attitudes, and behaviors will only increase in the future, and this rich data can be used towards a variety of ends. In this course, we will use quantitative methods to uncover the information in large data sets and then consider how individuals and organizations are able to gain a competitive advantage by acting on this information. Topics covered in this course include: - Critical analysis of complex issues related to BME and HRD in organizations; - Major techniques of quantitative data analyses used in BME and HRD; - How to use of Excel and Excel Add-in Tools to conduct data analyses; - How to make effective decisions based on quantitative information in BME and HRD situations; and - Effective reporting of quantitative results to meet the expectations of stakeholders.

Inquiry into special topics related to organizational leadership, policy/development.

Project management for business and industry. Project lifecycles, deliverables, and processes as they are commonly used in the workplace.

Past/current research on intercultural leadership. Students share their understanding/experiences within intercultural framework.

Diversity, equity, and inclusion in the workplace. Issues of recruitment, selection, management, learning, leadership, and performance.

Successful leadership via flexible approach. Knowledge, skills, and abilities that leaders develop from eight leadership strategies: academic, bureaucratic, eclectic, economic, fellowship, military, political, social. Ways to lead diverse populations in a global environment. prereq: 45 cr completed

Providing day-to-day leadership. Organizing work, motivating employees. Delegating, coordinating, and achieving results. Front line human resource practices, including selection, induction, and training of new employees, employee appraisal. Handling grievances/discipline. prereq: 45 cr completed

Innovation as cornerstone of knowledge economy. History of innovation process, importance to individuals/organizations. Strategies to foster innovation. Responsibilities in innovation skill-building/leadership. prereq: 45 cr

Digital marketing represents the fastest growing sector in most marketing departments. But what is digital marketing? Understanding the digital realm of marketing requires a curiosity about how new technologies will change business, while grasping the key strategies that drive tactics and trends. This course is designed to be a primer on the world of digital marketing and ways it will affect both your future employment and larger business trends. Through case studies, discussion forums, and interactive activities, you will learn about the latest research and best practices in the industry to have a solid grasp of the core concepts and tools of digital marketing management, both today and in the future. Prerequisites: None

Costing techniques, including activity-based costing. Applying costing methods to determine costs of products, services, and production processes. Use of costs in operating/strategic decisions. prereq: ACCT 2051 or 2050

Functions of communication in work groups, in organizational hierarchies, and between organizations.

How competition for capital in Capital Markets establishes metrics and measures used to understand financial performance of the firm. The course introduces the finance view of the firm and the application of value creation principles to firm decision making. Course presents the centrality of cash flows, the theoretical foundations for Time Value of Money, decision tools for investment of capital, basic valuation of stocks and bonds, and the theoretical foundations for the impact of risk on the required return on investor capital. prereq: ACCT 2050 or ACCT 2051, SCO 2550 or BA 2551 or equivalent statistics course

This course will focus on the people side of business. We will look at how, through managing and leading people, we can create an engaged, productive workforce in order to achieve organizational strategic objectives. The content of this course is complementary to any major or minor. Major topics in this course: - Managing people in an ethical, legal way that is aligned with corporate strategy and helps organizations reach their goals; - Successfully attracting, recruiting, and selecting talented people; - Creating interesting, engaging jobs and giving meaningful feedback in order to retain great employees; - Rewarding and motivating people through intrinsic and extrinsic methods to encourage the most effective and "right" kind of employee behaviors to create an engaged, productive workforce through people strategies and practices.

Introduction to theory/practice of staffing decisions. Recruitment, selection, promotion, demotion, transfer, dismissal, layoff, retirement. Staffing analyzed from strategic/operational perspectives. Legal issues.

The purpose of this course is to understand both the impact and experience of the individual in an organizational setting. We will discuss the influence that individual differences and behaviors play within an organization, focusing on the employee as the key factor through which organizations function and grow. An employer?s success is largely attributable to the motivation and performance of those they employ. The factors that influence both their motivation and performance will be the focus of our content. We will explore topics such as personality, values, perceptions, and diversity among others. Each topic covered will enrich our understanding of the complex relationship between the individual and the organization. Recommended prerequisite: HRIR 3021

The purpose of this course is to understand both the impact and experience of the individual, leaders, and teams in an organizational setting. We will discuss the influence that individual differences and behaviors play within work teams, and how leadership may shape team experiences, focusing on the team as the key factor through which organizations function and grow. An employer?s success is largely attributable to the motivation and performance of those they employ. The factors that influence group, team, and organizational performance will be the focus of this class. We will explore topics such as communication, conflict, negotiation, leadership, organizational structure and change, among others. Each topic covered will enrich our understanding of the complex relationship between the individual, team, and the organization. Recommended prerequisite: HRIR 3021

Introduction to compensation/reward programs in employing organizations. Theories of organizational/employee behavior used in design/implementation of pay programs. Design, implementation, job evaluation, salary surveys, skill-based pay, merit-based pay, other compensation programs.

Analysis of labor unions, employee associations, collective bargaining within framework of contemporary American legislation/policy. Forming/organizing labor unions. Management strategies/responsibilities, historical influences on policy/practice in private/public sectors.

Collective bargaining, contract administration, grievance processing, interest/rights arbitration, strikes, related policies/practices of employers, workers, labor unions in private/public sectors. Impact/transfer of practices to non-union sector.

This course is about the foundational principles of management, encompassing disciplinary and topical boundaries. We will look at these principles from the perspective of how they guide action, specifically: planning, organizing, leading and controlling. By the end of the course, students will know the basics of how to set up organizations to be effective and innovative, and not just efficient. During the course, you will engage with the material in the course and understand how management frameworks can be used to choose the right internal structures and processes that can best react to your particular industry context and general business environment.

Business strategy. How business firms set and pursue their goals. Key categories of strategic issues and concepts/frameworks managers use to analyze and address those issues. Attention to specific firms and situations. prereq: CSOM, soph or jr

Fundamentals of entrepreneurship. Career paths, including new business start-ups, franchising, acquisitions (including family business succession), corporate venturing, and entre-preneurial services. Legal structures for new business formation. Aspects of business law/ethics.

Introduction to terms, concepts, and skills for analyzing marketing problems. Factors outside the organization affecting its product, pricing, promotion, and distribution decisions. Cases from actual organizations. prereq: ECON 1101 or ECON 1165

Concepts/tools for project/budget planning. Program analysis. Interpreting financial reports. Identifying/resolving organizational performance issues. Case studies, real-world exercises. prereq: Jr or sr

Managing/governing nonprofit/public organizations. Theories, concepts, real-world examples. Governance systems, strategic management practices, effect of different funding environments, management of multiple constituencies.

Application of psychological theory/research to recruitment, personnel selection, training/development, job design, work group design, work motivation, leadership, performance assessment, job satisfaction measurement. prereq: 1001, [2801/3801 or equiv] or SCO 2550 or instr consent

Sustainable Supply Chain and Operations Management focuses on the design and management of transformation processes to provide products and services to create value for the people, planet, and firm prosperity. On the one hand, supply chain and operations management involves the integration of activities and processes, to facilitate the flows of materials, services, finances, and information to convert inputs into the firms? primary products and services. Operational issues include the design of products and processes, the procurement of raw materials, the control of inventories, the maintenance of quality, the planning of human resources and facilities, and the delivery of products or services, so that customer expectations and needs are met. Operations also have significant interactions with other functional areas of the firm (e.g., finance, marketing, strategy, and accounting). Therefore, understanding the role of the operations function and its impact on the competitiveness of the firm from both tactical and strategic aspects is an important part of any manager's training. This course will introduce students to the fundamental concepts, operations practices, and models in both manufacturing- and service-oriented firms. The course will cover both quantitative and qualitative methods.

Explore professional communication. Research/analysis writing. Memos, reports, proposals, human resource-related documentation, letters or announcements, presentations. prereq: 60+ undergraduate credits, declared major

In this course students practice writing and revising common business documents for today?s business world. Students write memos, proposals, cover letters, resumes, and digital and web content as well as practice choice of appropriate formats and media. The course draws from current business practices and stresses workplace collaboration, broader issues of professional literacy, and responsive writing styles. Students practice rhetorical analysis and discuss concepts such as audience, purpose, tone, and context when writing and revising their documents. Students analyze and write from a variety of perspectives and contexts including formal (researched reports, proposals) and informal (email, social media) communication. Students also build a professional online presence through such platforms as LinkedIn.

This course teaches strategies and skills to communicate with confidence, clarity, and impact in business settings. Students develop their abilities in critical thinking (analyzing data, audience, purpose, and context) and craft (honing skills in storytelling, persuasion, writing, diction, tone, presence, data visualization, and visual design). They learn to navigate ambiguity, evaluate the needs of internal and external stakeholders, and communicate solutions to complex business problems. The course is performance- and project-based. Students produce professional-level memos, emails, and research-based proposal decks. They deliver multiple presentations (individual and team) and learn to communicate effectively with data. Students will meet with the instructor in small groups outside of class time for one scheduled lab session. The course culminates in the Case Study Competition where student teams apply their knowledge to address a real challenge from one of our industry partners. prereq: First Year Writing, Carlson School junior or senior.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience. Honors section includes discussion on scholarly readings in technical and professional writing as well as a final project that must be addressed to a real-world audience.