MGMT 6402-060, PUBH 6702-001, PA 5105-001, OLPD 6402-001 ...sph.umn.edu/site/docs/syllabi/2014_Spring/PubH 6702_Integrative... · 1 MGMT 6402-060, PUBH 6702-001, PA 5105-001, OLPD

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MGMT 6402-060, PUBH 6702-001, PA 5105-001, OLPD 6402-001 & LAW 6623-001

Integrative Leadership Seminar Course Syllabus

Spring 2014

Credits: 3

Meeting Days: Tues

Meeting Time: 6:00-8:45 pm

Meeting Place: Carlson School of Management (CSOM) 1-143 Instructors: Paul M. Vaaler, PhD, JD, MA Associate Professor Strategic Management & Organization Carlson School of Management Office Address: 3-424 CSOM Office Phone: (612) 625-4951 Email: [email protected] Office Hours: Mon-Tues 3-5 PM and by appointment

Katie M. White, EdD, MBA Assistant Professor Division of Health Policy & Management School of Public Health Office Address: D361 Mayo Building Office Phone: (612) 625-9169 Email: [email protected] Office Hours: By Appointment

Teaching Assistant: Joe Vance, Email: [email protected], Office Hours: By Appointment

I. Course Description

Welcome to a unique seminar. It is devoted to exploring, investigating, discussing, understanding, and in the process, developing basic concepts and practices for people and organizations associated with “integrative leadership.” Current strategic challenges demand a different type of leadership that is capable of integrating perspectives and capacities from a personal level to a societal level. Our seminar will investigate challenges of leadership at these levels and across sectors and the integrative leadership practices that are successful in addressing them. Our goal is to use this investigation to identify basic concepts of integrative leadership, to develop frameworks for understanding integrative leadership challenges in different contexts, and to help you develop skills for practicing integrative leadership.

II. Course Goals and Objectives

There are few, if any, universal rules to govern the actions of integrative leadership. Integrative leadership works at or across a variety of scales. Looking at the diagram below, integrative leadership practices may integrate within or among units at any of these scales (e.g., among units or occupational groups or levels of the hierarchy within an organization, or across several organizations), or across several scales (e.g., between individuals and organizations). Our

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class takes these scales of analysis as an organizing structure for evaluating integrative leadership challenges, failures, and successful practices.

While the scalar levels of analysis provide a useful organizing structure for our seminar, leadership practices involve many possibilities for integration across other kinds of boundaries. Integrative leadership practices may include boundary work to redefine, relocate, or render unimportant boundaries among, for example, different ways of knowing, types of knowledge, timeframes, issues, or cultures. Integrative leadership is also found in a diverse range of contexts, many of them represented by the disciplines or sectors of the students, instructors, case study examples, or reading materials for the class (e.g., business, government, nonprofit, media, or community). In addition, it is found – or needed – in many different problem areas. Imagine, for example, the integrative skills involved in maintaining a business’s strategic advantage in a changing economy, alleviating hunger, redesigning public education programs to address shifting demographics and human capital needs, or enhancing one’s own personal managerial effectiveness.

Integrative leadership is an investigation into contingencies. The “right” thing to do in a particular setting may have limited applicability to other situations. Consequently, this seminar is designed to give you integrative leadership concepts, frameworks and practical skills to think about and practice within the specific contexts in which you find yourself.

III. Methods of Instruction and Work Expectations

We will accomplish these learning outcomes through a combination of the following four approaches:

1. Participation in Class (10 Points)

Seminar participation constitutes a significant portion of the course grade. It is important first because your participation in class discussion teaches others. Second, it is important because it provides us with the best and most frequent indication that you have prepared for class. For both reasons you need to make every reasonable effort to be in class on time and well prepared. If you are absent from class, your participation grade will suffer. The point is to come to seminar meetings, to come prepared, and to be active participants with questions,

Personal

Group/Team

Organizational Sectoral

Societal

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comments and analyses that address issues raised by case materials, readings, and comments by fellow seminar members and visitors.

2. Readings and Class Notes (30 points)

The readings are your responsibility, and they will not necessarily be discussed directly in seminar, except as they apply directly to a case problem at hand. There are no textbooks. All case and other readings will be made available to you on the course Moodle site.

Distribution of these articles is limited to students enrolled in the course. University Library Services require that we remind you that, due to copyright restrictions, you may not share the course Moodle site password with anyone not enrolled in the course. Password protection creates a secure environment for access to copyrighted works that allows University Libraries to make materials available to students under the provisions of fair use. Limiting access to students registered in the Integrative Leadership seminar helps assure that materials are used only for educational purposes, and minimizes any impact on the market for the original work. This restriction is essential to a good faith assertion of fair use in electronic reserves service.

In the class Moodle site, you will find two discussion forums for each of the five levels of analysis in the class (e.g., individual, group, etc.). Each of the levels of analysis comprises a 2-week unit of the class. For each unit of the class, you must submit reading notes and reflection notes.

Reading notes: First, to help you be a prepared and active participant, reading notes are due the Sunday prior to the first class meeting of each two-week unit. (The due dates are posted on Moodle and in the attached schedule.) Prior to that unit, the instructors will brief students about particular aspects of the assigned readings, or general themes, that we recommend you be particularly attentive to as you read. Reading reaction notes should be 200-400 words in length and should not be summaries of the readings. Use them to share your reactions to the readings, such as critiques you have about them, relationships among them or with prior course content, new features of integrative leadership that they introduce (or conversely aspects of integrative leadership that they state only implicitly, or overlook), or questions you would like to address in the upcoming class meetings. All notes submitted to the forum will be available to other participants in the seminar, and you are encouraged to use the forum to respond to one another’s ideas and questions. The instructors will review all submissions to prioritize areas for discussion or clarification during class.

Reflection notes: Second, you will write a 200-300 word response to the class meetings, integrating ideas that come in up discussion of concepts and readings, our analysis of cases, or our dialogues with the guest speakers. The point of this exercise is to integrate the conversation that we are having over the course of the semester with your own thinking and practice. You may do the notes at any time during the unit, whenever something stimulates your thinking, so long as they are completed by the Sunday following the last class meeting of the unit. (The due dates are posted on moodle and in the attached schedule.) Post your reflection notes on the “Reflection notes” forum for the unit on the moodle site.

Scoring of reading and reflection notes: Each submission is graded on a scale of 0 to 2, using the following rubric:

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3. Team Teaching Case (10 points)

Because leadership, and particularly integrative leadership, is akin to a craft, there is little substitute for actual experiences involving leaders confronted with strategic challenges, leaders weaving together government, business and nonprofit organizations, and leaders calculating returns to those organizations and assessing overall inter-organizational performance. We therefore learn through teaching cases. The cases are drawn from problem and geographic contexts as varied as individual transformations that ex-offenders undertake through a peer leadership program, to municipal-level climate change mitigation in one Michigan city, to inter-sectoral approaches to global human trafficking.

Each peer-to-peer coaching team will lead class discussion of a teaching case. Since case analysis and discussion are so important to the seminar, it is worth proposing an approach to preparing for them effectively. Preparation for case discussion can begin with a rapid reading of the assigned texts and case materials. Then, it is worthwhile to review the assignment questions (posted on the Moodle site for the week) for clues as to what issues require special attention. The next step is normally to re-read the case carefully, taking notes to sort information and observations under several relevant headings. Some students will then want to perform some additional analyses of the information, exploring various hypotheses about the nature and importance of certain aspects of the case.

4. Team Case Project (30 Points)

Early in the course, we will form groups of five seminar students. Each group is required to identify a case related to integrative leadership and to research, write, and present the case analysis to the seminar. There is a separate handout about the purpose of this project, what is expected, and how you will be evaluated. Briefly, we’ll ask you to write a 2000-2500 word case analysis with recommendations and to make a 15-minute presentation to the class at the final meetings. The course schedule includes specific deadlines for other interim products. In the final presentation and report, demonstrate what you have learned about integrative leadership. Show us and your fellow students what new wrinkles you have identified in working through your own case. The exploratory nature of this seminar and the topic it addresses means that

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you have a chance in your presentations and case write-ups to contribute new theoretical and practical insight on integrative leadership in local, national and global contexts.

5. Integrative Leadership Peer Coaching (20 Points)

Individuals will share with the other members of their team project groups the personal leadership competency areas in which they would like observation and coaching from their teammates over the duration of the seminar. Midway through the seminar and again at the final class meeting, each student will participate in a peer coaching session with their teammates. Thereafter, each student will complete a brief reflective report on the impact of the integrative leadership peer coaching, listing those participating in the group. Each student must provide coaching, following the model provided by the instructors, to receive credit for this assignment. More specific instructions will be provided in class.

Please consult the course Moodle site for a detailed list of topics, case materials, and readings for each session.

Unit 1: Introduction to Integrative Leadership

Jan 21

What is Integrative Leadership? Submit one paragraph through the “Assignment 1” link on moodle (or email to Joe Vance at [email protected] if you have difficulty with your submission) Sunday January 19th by 5 p.m. indicating your initial understanding of what integrative leadership is as a concept and an example of integrative leadership from observation of others or in your own life. Reading notes are due Sunday January 19th by 5 p.m. in the moodle forum. Guests: • Vanessa Laird, Executive Director of the Center for Integrative Leadership • Jay Kiedrowski, Senior Fellow, Public and Nonprofit Leadership Center, Humphrey

School, former Norwest Bank Executive and former State of Minnesota Finance Commissioner

• Janet Dolan, Former CIL Executive Leadership Fellow and former CEO of Golden Valley, Minnesota-based Tennant Corporation (Tentative)

Readings: (On Moodle) • Bryson & Crosby 2010: introduction to special issue on integrative leadership • Crosby, Barbara and John M. Bryson. 2010b. Integrative leadership and the creation

and maintenance of cross-sector collaborations. Leadership Quarterly 21: 211-230. • Integrative leadership student case study: Minneapolis tornado response • Peruse the website of the Center for Integrative Leadership to familiarize yourself with

its definitions and examples of areas of need and efforts to support for integrative leadership.

Additional (Optional) Readings: • Comparing the impacts of equivalent leadership actions in comparable public &

private settings (Meier & O'Toole 2011) • Porter & Kramer 2011 on business sector role in creating shared societal value • Friedman 1970 The social responsibility of business

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• Maitland 1985 the limits of business self-regulation

Jan 28 Feb 2

Leadership Theories and Exploration of Your Integrative Leadership Development Group Work: Self-Inventory You! We'll be working with the results of the self-inventory you were given at the end of Session 1 to develop peer-to-peer coaching cohorts and individual plans. Please bring your self-inventory from last week to class, where we will be processing the results and working on other aspects of your own individual integrative leadership capacities. Reflection notes on Individual IL are due by 5 p.m. in the moodle forum

Unit 2: Individual-Level Integrative Leadership

Feb 4

Concepts for Integrative Leadership at the Individual Level Group Work – Peer Coaching Group Project Work: Come up with at least 2 potential topics for your team project. Submit 1-2 paragraphs on each by Feb 16th. Reading notes are due Sunday February 2nd by 5 p.m. in the Moodle forum. Readings: • Kotter, J. P. (2001): What Leaders Really Do • George et al. (2007): Discovering Your Authentic Leadership • Laingen (2012) Models and Aspirations for Integrative Leadership Among Members of

the U.S. Military • Kouzes & Posner (2005): Leading in Cynical Times • Moxley, Russ (2005): It Also Takes Courage to Lead • Avoilio et al (2009) Current Leadership Theories and Research Additional (Optional) Readings: • Caldwell, Bischoff, & Karri (2002): The Four Umpires: A Paradigm for Ethical

Leadership • Hansen et al. (2010): The best performing CEOs in the world • Kotter, J. P. (1999): What Effective General Managers Really Do • Kouzes & Posner (2003): Challenge is the opportunity for greatness • McCauley et al. (2006): The Use of Constructive-Developmental Theory to Advance

the Understanding of Leadership • Wilson 2011 autobiographical essay on integrating personal experience with

academic & public scholarship • Avolio 2007: Integrative Strategies for Leadership • UMNews link: Interdisciplinary inquiry for problem solving: profile of researcher

mashing up psychology, evolutionary biology, and business science • Ladkin & Taylor (2010): Enacting the True Self: Towards a Theory of Embodied

Authentic Leadership • Chang & Diddamas (2009): Hubris or Humility: Cautions Surrounding the Construct

and Self-Definition of Authentic Leadership • Illes & Reiter-Palmon (2007): Responding Destructively in Leadership Situations - The

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Role of Personal Values and Problem Construction

Feb 11 Feb 16

Practices of Individual-Level Leadership Guest: Kevin Gerdes, Director of the Public and Nonprofit Leadership Center and Brigadier General in the Minnesota National Guard Team Case #1: Robert Rubin A-B (HBS Publishing 407064-PDF-ENG) Insider/Commentator: Paul Vaaler Follow this link to purchase Rubin Coursepack: https://cb.hbsp.harvard.edu/cbmp/access/24129956 Reflection notes on Individual IL are due by 5 p.m. in the Moodle forum

Unit 3: Group-level integrative leadership

Feb 18

Concepts for Integrative Leadership at the Group Level Group Project Work: Finalize your project topic, focusing on defining your topic as an integrative leadership problem. Submit 2-3 paragraphs describing the problem, pointing out salient IL issues. Due date March 2nd.

Reading notes are due Sunday February 16th by 5 p.m. in the Moodle forum. Readings: • Ernst, Chris and Jeff Yip. 2009. "Boundary-spanning leadership: tactics to bridge

social identity groups in organizations," in Todd L. Pitinsky, ed., Crossing the Divide: Intergroup Leadership in a World of Difference, Boston, MA: Harvard Business Press,

• Lehman & Linsky 2008 Conflict as Catalyst for Change • Wholey, Disch, White et al. 2013: Intra-group and inter-professional leadership in

chronic disease management groups File resource • Walker & Riordan 2010 leading collective capacity in culturally diverse schools Additional (Optional) Readings: • Jacobson 2007 supervising today's intergenerational workplace • Zofi, Y. 2001: Are you skilled at leading in a virtual environment? What it takes to lead

successful virtual teams • Ely & Thomas 2001 diversity as access -> asset • McGuire et al 2007 intergenerational interaction • Boone & Hendriks 2009: Top management team diversity and firm performance

Feb 25

Practices of Group Level Leadership Guest: Mark Ritchie, Minnesota Secretary of State; Coleman vs. Franken Recount Team Case #2: A failure of leadership: Lessons from the Metro Gang Strike Force Insider/Commentator: Mary Ellison, Deputy Commissioner of the Minnesota Department of Public Safety

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Mar 2

Reflection notes on group-level IL are due by 5 p.m. in the Moodle forum

Unit 4: Organization-level integrative leadership

Mar 4

Concepts for Integrative Leadership at the Organizational Level Group Project Work: Make a 5-minute presentation to the class about your project, characterizing your topic as an IL problem and naming some key IL needs and opportunities, for class feedback to improve your project. Team Work – Peer Coaching

Reading notes are due Sunday March 2nd by 5 p.m, in the Moodle forum. Readings: • Sax-Carranza, Angel and Sonia M. Ospina. 2010. The behavioral dimension of

governing interorganizational goal-directed networks - managing the unity-diversity tension. Journal of Public Administration Reserach and Theory. Advanced access published 9/13/10

• Caruso, Heather M., Todd Robers, and Max H. Bazerman. 2009. Boundaries need not be barriers: leading colalboration among groups in decentralized organizations. In Todd L. Pittinsky, ed., Crossing the Divide: Intergroup Leadership in a World of Difference.

• Quick and Feldman (2013) Boundary work for building resilience through collaboration Additional (Optional) Readings: • Kaiser et al. (2008): Leadership and the fate of organizations • Axelrod 2010: chapter 2 on purposes & how-to & business sector ex of integrating

across units & hierarchies within orgs • Set of short leadership stories on leading organizations through mission change • Podcasts of leaders being interviewed about creating collaborative networks • Baumgartner & Ebner, (2010). Corporate Social Responsibility • Quinn, R. E. 2004. Building the Bridge as You Walk on It: A Guide for Leading

Change. San Francisco: Jossey-Bass. • Schwab, Klaus. "Global corporate citizenship: working with governments and civil

society." Foreign Affairs 87.1 (2008): 107. Student Edition. Web. 18 Oct. 2010. • Option or pointer to options for integration of many purposes into business org

mission: conscious capitalism: 2011 ILA conference paper w/refs on leaders & businesses "with a worldview".

• Porter, M.E. and M.R. Kramer. 2006. Strategy and society: the link between competitive advantage and corporate social responsibility. Harvard Business Review 84 (12): 78-92.

• Kaplan et al. 2009 intergenerational leadership

Mar 11

Practices of Organizational-Level Integrative Leadership Guests: Michael T. Osterholm, PhD, Director of Center for Infectious Disease Research and Policy and Professor in the School of Public Health Team Case #3: Health Careers Institute (A, B, & C Case)Insider/Commentator: Mike Christiansen, Head of Community Planning and Economic Development for the City of

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Mar 16 Mar 18

Minneapolis – Bio found at http://www.minneapolis.edu/About-Us/News/Dec-2011/Mike-Christenson-... Reflection notes on organization-level IL are due by 5 p.m. in the Moodle forum Spring Break

Unit 5: Sector-level integrative leadership

Mar 25

Concepts for Integrative Leadership at the Sectoral Level

Reading notes are due Sunday March 23rd by 5 p.m. in the Moodle forum. Readings: • Bielak, Debby, Sheila M.J. Bonini, and Jeremy M. Oppenheim. 2007. CEOs on

strategy and social issues. The McKinsey Quarterly (October 2007). • Roberts, Nancy, C. 2010. Spanning "bleeding" boundaries: humanitarianism, NGOS,

and the civilian-military nexus in the post-Cold War era. Public Administration Review 70 (2): 212-22.

• Noble, Gary and Robert Jones. 2006. The role of boundary-spanning managers in the establishment of public-private partnerships. Public Administration 84 (4): 891-917. PDF document

• Marcus, Geffen, and Sexton (2002) Lessons from Project • Yaziji, M. (2004). Turning gadflies into allies. Harvard Business Review February

2004 Additional (Optional) Readings: • Bryson, Crosby, Stone, 2006, The design and implementation of cross-sector

collaborations: Propositions from the literature. • Vaaler Schrage Block, 2005, Counting on the investor vote. • Health career - education & hospital devt Minneapolis case ppt. • Martinez and Santiso 2003,Fianncial markets and politics: The confidence game in

Latin American emerging economies, International Political Science Review, 24(3), 363-395.

• Barnes, Bill. 2011. Intergovernmental system requires attention. Washington, D.C.: National League of Cities.

• Grand Rapids, MI Press, 2008: Susan Schulz, Urban Legend. Keeping an Eye on the city.

• Quick, K., & Feldman, M. 2011. Distinguishing Participation and Inclusion, Journal of Planning Education and Research.

• Feldman, Martha S. and Anne M. Khademian. 2007. Role of public manager in inclusion: Creating communities of participation. Governance 20 (2): 305–24.

• "What is Adaptive Leadership?," Cambridge Leadership Associates. • Video: Adaptive vs. Technical Leadership Video with Ron Heifetz.

(http://www.youtube.com/watch?v=UwWylIUIvmo&list=PLE9C59A65965E8F16&index=3)

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Apr 1 Apr 6

Practices of sector-level integrative leadership Guests:

• Alfie Marcus, Professor, Edson Spencer Endowed Chair in Strategy and Technological Leadership, Carlson School (Tentative)

• Jon Bloomberg, Environmental Regulatory Lawyer at Bloomberg & Podpeskar LLP (Tentative)

Team Case #4: Rotary International - Eradication of Polio Insider/Commentator: Twin Cities District Rotary Representative Reflection notes on sector-level IL are due by 5 p.m. in the Moodle forum

Unit 6: Societal-level integrative leadership

Apr 8

Concepts for Integrative Leadership at the Societal Level Guests:

• Myles Shaver, Professor of Strategic Management and Entrepreneurship at the Carlson School of Management

• Alex Marshall, Journalist from New York City

Reading notes are due Sunday April 6th by 5 p.m. in the Moodle forum. Group Work Time: What is your tentative definition of integrative leadership? What are the key IL problems or opportunities that you are identifying? What IL interventions are you recommending? This is an ideal time to check for very close alignment between your definition, your analysis of issues, and the recommendations you are making. Be sure your recommendations are pragmatic and specific.

Readings: • Morse 2010 catalyzing collaboration to create public value • Porter & Kramer 2011 on business sector role in creating shared societal value. • Hanusch and Vaaler 2013: Unexpected integration of credit rating agencies and

overseas elections File resource • Rotary International Polio Eradication Case Additional (Optional) Readings: • Bozeman, B., 2007. Public values and public interest. Georgetown University Press. • Allen, T. (2012, May/June). Confronting complexity and creating Unity of effort: The

leadership challenge for public administrators. Public Administration review, 72(3), 320-321.

Apr

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Practices of Societal-Level Integrative Leadership Team Case #5: Carlson and Human Trafficking Insider/Commentator: Deborah Cundy, Vice President of External Affairs, Carlson Companies

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Apr 20

Reflection notes on societal-level IL are due by Sunday 5 p.m. in the Moodle forum

Unit 7: Lessons learned

Apr 22

Defining Integrative Leadership and Case Study Presentations (set 1 of 2) Reading notes are due Sunday April 20th by 5 p.m. in the Moodle forum. CASE GROUP PRESENTATIONS Readings: • Avolio 2007: Building integrative theories of leadership • What's in Your Blind Spot, Louis Quast- WSJ • Bryson & Crosby 2010: introduction to special issue on integrative leadership

Apr 29

CASE GROUP PRESENTATIONS

May

TBD FINAL PAPERS DUE & FINAL INDIVIDUAL REFLECTION NOTES DUE

VI. Evaluation and Grading

(1) Group presentations: The group project presentations will be graded according to how well your group has synthesized course material to analyze your group project topic, generate new insights or connections between the course materials, and make evaluative statements about your case study topic.

(2) Written assignments: Your written assignments will be graded according to how well they answer the specific questions posed how well they identify additional topics for discussion or exploration, and how well they are written. Assignments are also graded according to how well they meet the standards of professional-quality writing. In this regard, your papers will be evaluated in terms of: the depth and substance of your thinking (e.g., the degree to which your writing demonstrates a sound understanding of the readings and insightful analysis of the issues; incorporation of the literature into the analysis); editorial quality (proper spelling, punctuation, sentence structure and grammar; clear presentation of ideas); organizational quality (sound organizational structure, effective use of headings, thematic paragraphs); and proper referencing using consistent APA format for quotations, notes, and bibliographies. (Either APA 5 or 6 is acceptable.)

(3) English as a second language: Our policy regarding the written work of students for whom English is a second language is as follows: If we determine that there are fundamental problems with respect to writing quality on the first written assignment, we will return the paper for revision with the requirement that it be resubmitted within one week. University writing resources are strongly encouraged in such cases.

(4) University grading policy: Grading will conform to established University of Minnesota procedures listed each term in the course schedule.

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(5) Late assignments: Late assignments will be graded down one or more points (depending on the assignment) for each week that it is late. A week is defined as Tuesday through the following class session.

(6) Incompletes: There will be no incompletes granted in this course except due to exceptional circumstances as defined in accordance with University policies.

(7) Computing final grades: For each assignment you will get a number grade. Final grades will be compiled according to the assignment weighting shown above. Final grades will be assigned using the University’s plus and minus grading system, on a 4.000 cumulative grade point scale. If taking the course on an S/N basis, you must have a C- or better to pass. For additional information, please refer to: http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.

Points: 94-100 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-79 C+ 74-76 C 70-72 C- 67-69 D+ 64-66 D 0-63 F

Course Evaluation: Pertaining to SPH Students: Beginning in fall 2008, the SPH will collect student course evaluations electronically using a software system called CoursEval: www.sph.umn.edu/courseval. The system will send email notifications to students when they can access and complete their course evaluations. Students who complete their course evaluations promptly will be able to access their final grades just as soon as the faculty member renders the grade in SPHGrades: www.sph.umn.edu/grades. All students will have access to their final grades through OneStop two weeks after the last day of the semester regardless of whether they completed their course evaluation or not. Student feedback on course content and faculty teaching skills are an important means for improving our work. Please take the time to complete a course evaluation for each of the courses for which you are registered. Incomplete Contracts: A grade of incomplete “I” shall be assigned at the discretion of the instructor when, due to extraordinary circumstances (e.g., documented illness or hospitalization, death in family, etc.), the student was prevented from completing the work of the course on time. The assignment of an “I” requires that a contract be initiated and completed by the student before the last official day of class, and signed by both the student and instructor. If an incomplete is deemed appropriate by the instructor, the student in consultation with the instructor will specify the time and manner in which the student will complete course requirements. Extension for completion of the work will not exceed one year (or earlier if designated by the student’s college).

University of Minnesota Uniform Grading and Transcript Policy: A link to the policy can be found at onestop.umn.edu.

VII. University Information

Carlson School of Management Mission The mission of the Carlson School of Management is to discover transformative knowledge about the issues faced by organizations and managers in a dynamic global economy and create exceptional learning and career opportunities by facilitating an engaged and integrated community of scholars, students, and practitioners.

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Hubert H. Humphrey School of Public Affairs Mission The Hubert H. Humphrey School of Public Affairs inspires, educates, and supports innovative leaders to advance the common good in a diverse world. College of Education & Human Development Mission The new College of Education and Human Development is a world leader in discovering, creating, sharing, and applying principles and practices of multiculturalism and multidisciplinary scholarship to advance teaching and learning and to enhance the psychological, physical, and social development of children, youth, and adults across the lifespan in families, organizations, and communities. School of Public Health Mission Public health is the crossroad of society and the health sciences. Biology, the environment, populations and human systems cross over at this intersection to shape disease and health. The School of Public Health advances excellence in research, education, and outreach for the protection, restoration and promotion of health, well-being, security and safety. As a public health leader, the only such academic institution in Minnesota, Wisconsin and the Dakotas, and also due to its obligations in a land-grant university, the School bears unique responsibility for research that: bridges biology, the physical environment, social, political, cultural and economic factors

to discover, understand, and improve the health of populations, communities, and societies;

advances statistical and other methods of scientific inquiry; analyzes social factors, financing systems, organizational structures and processes,

health technologies, and policies that affect access to health care, its quality and cost, and public health infrastructure;

applies principles of preparedness and protection to public health practice; evaluates effective methods of learning and disseminating evidence-based practice to

health professionals, community leaders and the public.

Law School Mission The mission of the University of Minnesota Law School is to provide high quality legal education: By educating men and women in the law principally through instruction leading to a

Juris Doctor degree, and through other high quality programs, By contributing substantially to knowledge of the legal order through the publication and

other dissemination of scholarship, and By providing discipline-related public service to the University, the state, the nation, and

the international community, and to the legal profession in those fields in which it has a special expertise.

VIII. Other Course Information and Policies

Grade Option Change (if applicable): For full-semester courses, students may change their grade option, if applicable, through the second week of the semester. Grade option change deadlines for other terms (i.e. summer and half-semester courses) can be found at onestop.umn.edu.

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Course Withdrawal Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for information and deadlines for withdrawing from a course. As a courtesy, students should notify their instructor and, if applicable, advisor of their intent to withdraw.

Special note for students in enrolled in PH6702 section of the course: Students wishing to withdraw from a course after the noted final deadline for a particular term must contact the School of Public Health Student Services Center at [email protected] for further information.

Student Conduct Code: The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community. As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf. Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities." Use of Personal Electronic Devices in the Classroom: Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Scholastic Dishonesty: You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html. The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions,

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please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam. Makeup Work for Legitimate Absences: Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html. Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Sexual Harassment: "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf Equity, Diversity, Equal Opportunity, and Affirmative Action: The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf. Disability Accommodations: The University of Minnesota is committed to providing equitable access to learning opportunities for all students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DS at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations. If you are registered with DS and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course. For more information, please see the DS website, https://diversity.umn.edu/disability/. Mental Health and Stress Management: As a student you may experience a range of

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issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu. Academic Freedom and Responsibility: for courses that do not involve students in research Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.* Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.