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Professional Development 3 (ENGR 4010) Section 4 Fall 2011 Archer Center for Student Leadership Development http://archer.union.rpi.

.edu Date: Wednesday Time: 12:00pm Location: JEC 5119 Instructor: Tracy Schierenbeck Email: schiet@rpi.edu ____________________________________________________________________________ Office Hours: By appointment; please email or call 276-2119 for an appointment. The Archer Center for Student Leadership Development is located in Academy Hall, Suite 2232. PD3 Mission Statement The Professional Development 3 course complements Professional Development 1 / Introduction to Engineering Design by providing a model of professional leadership which students may apply while determining their future after graduation and in their work as new engineering professionals. Through experiential learning, students are exposed to professional skills including ethical decision-making, critical thinking, and tools to succeed in a diverse organizational culture. The interactive learning approach, in addition to discussions, exams, and presentations, is designed to promote further development of students leadership abilities. This course addresses the following accreditation requirements from ABET Engineering Criteria 2000: Engineering programs must demonstrate that their graduates have: [] (d) an ability to function on multidisciplinary teams (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context. [] (j) a knowledge of contemporary issues

Grading: 93 100 90 92 87 89 83 86 80 82 77 79 73 76 70 72 65 69 60 64 < 60 A AB+ B BC+ C CD+ D F

Final Grade consists of: Individual Presentation Assignment Quiz 1 Quiz 2 Project Proposal Group Project Assignment (synthesis of course content) TOTAL 30% 15% 15% 5% 35% 100%

Archer Center for Student Leadership Development

Professional Development 3 (ENGR 4010) Fall 2011 EXPECTATIONS AND POLICIES


ATTENDANCE POLICY Attendance will be taken at the beginning of class through a sign-in procedure. Students are expected to be on time and remain for the full class period. Attendance is critical for success in PD 3. It is the students responsibility to contact the instructor and to obtain any course materials missed due to excused or unexcused absences. Students with four or more unexcused absences may fail PD3. In order for an absence to be considered excused, students must provide documentation from the Student Experience office (http://se.rpi.edu/policies/ea/), or other appropriate documentation, and obtain permission from the instructor. Students are expected to attend the section for which they are registered unless they obtain permission from their instructor. ASSIGNMENT POLICY All assignments are due in class and on the date indicated by the syllabus, unless otherwise indicated. Students who miss the due date for the Individual Presentation Assignment due to an excused absence will be permitted to make it up within 7 calendar days of the original due date. Students with an unexcused absence will NOT be able to make up the Individual Presentation Assignment (worth 30% of the final course grade). All group members must be present during the Group Project Assignment Presentation. Failure to be present during the group presentation will result in a loss of 30% of the final grade, unless it is due to an excused absence. RPI LMS (WebCT) POLICY All handouts and overheads are provided to you through RPI LMS (WebCT). It is the responsibility of the student to use RPI LMS (WebCT) to obtain and review necessary materials and handouts prior to class. Students are responsible for printing and bringing required documents to class. Materials for each week will become available for viewing/printing the Friday before each class at 1:30pm. QUIZ POLICY Failure to attend a class when a quiz is administered will result in failure of that quiz. Missing class immediately prior to a quiz date does not exempt a student from taking the quiz. Students with extenuating circumstances should contact the instructor(s) prior to class. Students must then obtain documentation from the Student Experience office (refer to attendance policy above) and obtain permission from the instructor(s) in order to make up a quiz. If the excused absence is accepted by the instructor(s), students will be allowed to make up a quiz within 7 calendar days. Students without a written excuse from the Student Experience office will NOT be allowed to make up a missed quiz. STUDENTS WITH DISABILITIES Any student who feels s/he may need an accommodation based on the impact of a disability should contact his/her instructor privately to discuss specific needs. Please contact Disabilities Services for Students, located in Academy Hall, at (518) 276-8197 to submit your documentation and coordinate necessary and reasonable accommodation. ACADEMIC INTEGRITY Students are expected to maintain academic integrity. Participation in academic dishonesty, as defined in the current Rensselaer Student Handbook, may result in failure of the course. All assignments outside of class should be completed individually. Integrating concepts from Professional Development 1 / IED and the School of Humanities and Social Sciences PD 2 course is encouraged; however it is unacceptable to submit work written for another class. Handing in previously submitted assignments is considered academic dishonesty and may result in failure in this course.

Archer Center for Student Leadership Development

CORPORATE ALIGNMENT The Archer Center for Student Leadership Development has a variety of partnerships throughout business and industry. Most of the partnerships that are in place adhere to the Sullivan Principles. These principles are captured throughout the PD3 curriculum so that students are exposed to the global framework for social responsibility for companies large and small. The Global Sullivan Principles of Social Responsibility is a voluntary code of conduct built on a vision of aspiration and inclusion. The Principles are inclusive in that they embrace businesses existing codes of conduct and work in conjunction with them. The aspiration of the Principles is to have companies and organizations of all sizes, in widely disparate industries and cultures, working toward the common goals of human rights, social justice and economic opportunity. These Principles are truly unique; they apply to all workers, in all industries, in all countries.

First Principle Express our support for universal human rights and, particularly, those of our employees, the communities within which we operate and parties with whom we do business. Second Principle Promote equal opportunity for our employees at all levels of the company with respect to issues such as color, race, gender, age, ethnicity or religious beliefs, and operate without unacceptable worker treatment such as the exploitation of children, physical punishment, female abuse, involuntary servitude or other forms of abuse. Third Principle Respect our employee voluntary freedom of association. Fourth Principle Compensate our employee to enable them to meet at least their basic needs and provide the opportunity to improve their skill and capability in order to raise their social and economic opportunities. Fifth Principle Provide a safe and healthy workplace; protect human health and the environment; and promote sustainable development. Sixth Principle Promote fair competition including respect for intellectual and other property rights, and not offer, pay or accept bribes. Seventh Principle Work with governments and communities in which we do business to improve the quality of life in those communities-their educational, cultural, economic and social well-being-and seek to provide training and opportunities for workers from disadvantaged backgrounds. Eighth Principle Promote the application of these principles by those with whom we do business.

Archer Center for Student Leadership Development

Week One Introduction to PD3 / Leadership Competencies Introduce course concepts, policies, and expectations Top Performer Differential (A B C Players) Direct and Indirect Measures for Success Leadership Competencies Matrix Week Two Competency-Based Interviewing Strategies Organizational Perspective Competency Based Approach S.T.A.R. Response Method Week Three Marketing Yourself Extemporaneous Speaking & Impromptu Speaking Discuss the needed Skills and Strategies Review the Self-Evaluation form Week Four *Individual Presentation Assignment 60 Second Sell presentations to Campus & Corporate Guests Receive Feedback from Guests and Peers *(30% of grade. Attendance is mandatory) Week Five Organizational Culture Levels of Organizational Culture Organizational Structures Cultural Fit Week Six Group Day Quiz 1 (15%) Project Proposals Week Seven October 4, 5, 6 September 27, 28, 29 September 20, 21, 22 September 13, 14, 15 September 6, 7, 8 Aug. 30, 31 & Sept. 1

NO CLASS Columbus Day

October 11, 12, 13

Archer Center for Student Leadership Development

Week Eight Emotional Intelligence and Political Competence Project Proposal Due (5%) How to Navigate an Organizations Political Scene Building Ones Organizational Savvy How to improve networking skills to enhance political competence Components of Emotional Intelligence Development of Emotional Intelligence October 18, 19, 20

Week Nine
Emotional Intelligence and Political Competence (Application) October 25, 26, 27 Application to real world scenarios of Emotional Intelligence and Political Competence Integration of EQ and Political Competence with other PD3 concepts Week Ten Ethics Part I: Personal Overview Ethical Decisions and Dilemmas Four Frameworks for Ethical Decision Making Week Eleven Ethics Part II: Professional (Ethics in Engineering) Stakeholders; the Social Contract NSPE Code of Ethics Tools for Ethical Decisions and Dissent Week Twelve Ethics Part III: Organizational Quiz 2 (15%) Why organizations have ethics Determining the ethics of an organization How to influence organizational ethics Week Thirteen No Class Thanksgiving November 22, 23, 24 November 15, 16, 17 November 8, 9, 10 November 1, 2, 3

Weeks Fourteen & Fifteen *GROUP PRESENTATIONS Class Length: 1:50 minutes Course Evaluations (week 15) *(Presentation with Q&A: 35% of grade. Attendance is mandatory) November 29, 30, December 1 December 6, 7, 8

Archer Center for Student Leadership Development

PD3 Curriculum in an Interrelationship Diagraph


(Including Relevant Leadership Competencies)

Leadership Competency Matrix Assesses strengths & weaknesses Analyzes information from a variety of perspectives Competency-Based Interviewing Continually assesses experiences & learning Demonstrates strong presentation skills Supports conclusions with data

Organizational Culture & Political Competence


Understands the organizational culture Works within the infrastructure & organizational processes Analyzes new info from a variety of perspectives Asks the right questions Is politically competent/adept

Quizzes
Prove knowledge & expertise Is self-motivated Understands and works within the organizational culture

Self-Awareness & Self-Management Understands and appropriately navigates the organizational culture Able to manage relationships for maximum results

Emotional Intelligence

Individual Presentations
Has strong presentation skills Appropriately gives & receives feedback Aware of strengths & weaknesses Manages interactions constructively

Marketing Yourself Understands the organizational culture Organizes information logically Manages interactions constructively Has strong presentation skills Demonstrates technical knowledge

Ethical Foundations Group Projects


Works effectively in teams Has strong presentation skills Supports conclusions with data Appropriately gives and receives feedback Asks the right questions Is able to see consequences and implications Displays ethical integrity

Ethics in Engineering
Is aware of stakeholders and professional responsibilities Understands organizational culture Displays ethical integrity Demonstrates individual accountability

Archer Center for Student Leadership Development