Main Content
Syllabus
MKTG 327: Retailing
MKTG 327: Retailing (3 credits). Management of marketing institutions in distribution channels from producers to consumers. Emphasis on retail institutions: location, personnel, merchandising, control, promotion.
Prerequisites: BA 303 or MKTG 301
Overview | Course Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
Retailing is a very important part of American society. Retail consumption accounts for over two thirds of the gross domestic product (GDP) of the United States. It's big business!
"Core retail sales data is used extensively by various government bureaus to calculate gross domestic product (GDP), develop consumer price indexes, and analyze current economic activity, while the Federal Reserve uses the numbers to assess recent trends in consumer purchases. Retail sales make up nearly one-half of personal consumption, which in turn accounts for nearly 70% of GDP. Retail sales, in terms of direct economic activity, accounts for almost one-third of GDP."
Retailing is a primary source of employment, perhaps for you today or in the future. In fact, retail is the number-one private-sector employer in the country. About one out of every six U.S. workers (or 25 million people) works for traditional retailers, such as food and beverage firms. This figure is somewhat deceiving because it doesn't include the several million people employed by service firms, seasonal employees, and so on. For example, the Cleveland Clinic employed over 67,554 at the end of 2019, an increase of 1% compared from 2017. They have workers worldwide, with facilities in Ohio, Florida, Nevada, Abu Dhabi, and London, England. The Clinic celebrates its centennial year in 2021. As a renowned retail service provider. Cleveland Clinic recently unveiled a new mission statement intended to last the next 100 years:
Anyway you look at it, retailing is big business. Statista reported that "total retail sales in the United States were projected to amount to 5.94 trillion U.S. dollars in 2024, up from around 5.47 trillion U.S. dollars in 2019. Retail sales were anticipated to fall to 4.89 trillion U.S. dollars in 2020, as a result of the coronavirus pandemic" (O'Connell, 2020, para. 1).
There are over a million retail firms across the United States. Retailers offer many benefits to customers, from saving us time or money to providing an assortment of products and services under one roof (or on one website). It's hard to imagine living in a world without retailers. Retailers come in all shapes and sizes, and new retail formats are emerging daily. Although most retailing is done in stores, our world is increasingly becoming accustomed to nonstore retailing—in particular, the use of internet and mobile technologies.
The purpose of this course is to acquaint you with the field of retailing and its major concepts, research techniques, and research findings. Retailing is the study of all activities involved in the sale of goods and services to the consumer. This course will provide a foundation for those of you planning to work in retail or related disciplines.
Some of the questions that will be addressed in this course include the following:
- Who are retail customers today?
- Where and how do people shop?
- What is the difference between store-based retailers and nonstore retailers?
- How has the internet affected retailers?
- How does a retailer choose a site and location?
- How has the retail industry been impacted by the COVID-19 pandemic?
References
Cleveland Clinic. (2021, January 13). Cleveland Clinic CEO and president Tom Mihaljevic, MD, announces new mission statement in the state of the clinic address. https://newsroom.clevelandclinic.org/2021/01/13/cleveland-clinic-ceo-and-president-tom-mihaljevic-m-d-announces-new-mission-statement-in-state-of-the-clinic-address/
Kenton, W. (2020, April 16). Core retail sales. Investopedia. https://www.investopedia.com/terms/core-retail-sales.asp
O'Connell, L. (2020, June 10). Total retail sales in the United States from 2012 to 2024. https://www.statista.com/statistics/443495/total-us-retail-sales
Course Format and Structure
Our learning platform will include a combination of various "active learning methods"—discussion boards, hands-on activities, problem-solving, digital guest-speaker series, case analyses, and individual assignments. The instructor will serve as your guide as you learn about, explore, and practice retailing and the skills it requires. If you stay engaged, work hard, and keep your mind open to creative possibilities, you have the opportunity to master basic retailing skills and concepts that will serve you well over the course of your career.
Our philosophy is to construct a learning environment that challenges students to be creative, to question, and to think independently. Students should be active participants in the online learning experience. You are in charge of your own learning. This class will rely on active learning, in which you will be responsible for engaging in your learning process and applying and reflecting on what you learn through a variety of learning activities and assignments. The course material will be challenging and will demand your time and creativity. I sincerely hope that this course will turn out to be one of the best courses that you've ever taken!This course is 100% online, which is very different than a traditional residential course. Since the course uses an online platform, there is often little direct face-to-face interaction with the instructor or other members of the class. Various technologies, such as the internet, email, Zoom, and so forth, are used for interactive purposes. Students must be motivated and self-directed in online learning. In essence, this course will function in a “flipped classroom” where most of the instructional content will be delivered online and through required reading materials.
Note: This course uses logos and images associated with specific products. These are not meant to be endorsements. The logos and images are used for educational purposes only.Course Objectives
Upon completion of this course, you should be able to do the following things:
- Describe the field of retailing, explain why it should be studied, and examine its special characteristics.
- Explore retailing career opportunities for college graduates.
- Identify the different types of retailers: service and merchandise (goods) retailers.
- Explore the basic principles of strategic planning and understand its importance for all kinds of retailers.
- Identify and understand consumer diversity in the retail market and the impact of social/demographic trends on retail planning.
- Describe retail competition in the United States, the retail life cycle, and future changes in retail competition.
- Explain the importance of (and ways of) building a sustainable competitive advantage.
- Examine the role of information system and supply chain management in the retail management process.
- Explain the decisions necessary for location planning, including marketing selection and retail location analysis.
- Describe the merchandise management process, including retailers' merchandise management activities and the objectives and measures used to evaluate merchandise management performance—specifically, the process buyers go through to determine what and how much merchandise to buy.
- Illustrate the process of merchandise selection—that is, the buying and handling process (specifically, merchandise selection, vendor negotiations, and control of the dollar investment in inventory to ensure adequate financial return).
- Explain pricing in the retail market, the role of pricing in a retail strategy, and the ways retailers calculate various markups and markdowns.
- Identify critical issues related to store layout, design, and visual merchandising; the importance of store atmospherics; and insights on specific store layouts.
- Illustrate how retailers can achieve sustainable supply chain management in marketing.
- Identify the CRM process.
- Identify ways to evaluate the effectiveness of the retail communication mix.
- Describe the potential consequences of company-level and product-level sustainable marketing.
- Define multichannel and omnichannel retailing.
- Recognize important issues related to store maintenance, and identify ways to establish security policies and control systems to manage inventory shrinkage, employee theft, and shoplifting.
- Describe how the COVID-19 pandemic impacted the retailing industry.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Requirement 1: Sample Exams
There will be two sample exams, which will be graded based on completion, not score. For example, even if you get a zero on Sample Exam I, you will get full points upon completion. So, the purpose of these sample exams is to make you practice for the real exams. You will see your score and correct answers once you submit the sample exam.
For Sample Exam 1, you have to complete "Sample Exam 1 (For Midterm) Confirmation" in order to get full points. Similarly, for Sample Exam 2, you have to complete "Sample Exam 2 (For Final) Confirmation" in order to get full points.
Requirement 2: Personal Introduction and Retail Career Interest Discussion
The Personal Introduction and Retail Career Interest Discussion Forum allows you to interact with and learn from others, which simulates a classroom environment. The goal of this exercise is to encourage engagement among classmates and motivate students to consider retail career opportunities in the marketplace. To receive the full 20 points, you must complete the following three tasks:
Task 1: Visit the National Retail Foundation (NRF) website. Explore different areas in the retail industry that may be of interest to you.
Task 2: Browse some of the retail jobs on NRF or others on the internet and record their web addresses.
Task 3: Participate in the discussion and make sure you include the following:
- About you: Introduce yourself. What is your home campus at Penn State (Behrend, World Campus, Harrisburg, etc.)? Tell us where you live now and include something about yourself that is unique and you would like to share.
- Retail experience: Tell us if you have ever worked in the retail industry.
- Retail positions of interest to you: What job sites did you visit? What types of jobs look interesting to you, and why? Are you restricted to a geographic region, or are you willing to move?
- Job requirements: What skill sets/qualities are needed to be hired for the jobs mentioned above? What skill sets are needed to be successful in a career in retailing?
In terms of the requirements, please see the assignment description. Be sure to number each of your answers. I want it to be very clear to me that you have responded to each question above. For example, if you're responding to the second question on the list, the beginning of your post should read, "Question 2. [Your response here...]." Also, when replying to peers, you must start your reply with the name(s) of the peer(s) to whom you are responding. For example, if replying to your classmate Sam, the beginning of your reply should read, "Sam, [your reply here...]."
Deadline: To help facilitate the discussion, your initial posts must be submitted by 11:59 p.m. eastern time (ET) Thursday of Week 1. Then, all students are required to respond to a minimum of two posts from their fellow students on the discussion by 11:59 p.m. Sunday of Week 1.
Requirement 3: Team Project: Online Retail or Brick-and-Mortar—What Will Win?
Attempting to predict the future is often a fool’s errand. Winston Churchill once said, “I always avoid prophesying beforehand, because it is much better to prophesy after the event has already taken place.” (as cited in Langworth, 2015)
This assignment offers your team a chance to predict! Who is going to win out in the future—online retail or brick-and-mortar?
There will be approximately five students on each team, depending on the number of enrollments. You can choose your own teammates to work on this team project. A number of project teams have been set up. Once you are teamed up, decide on which team project group you should join. Once the decision has been `made, each of you should go to the People tab and join the team project group. See the How do I join a group as a student? instructions for details. This team formation should be done by the end of the Lesson 2 week.
If you face difficulties finding team members, no worries. If you haven't joined any team project group by the end of Lesson 2, the instructor will assign you to a team in the week of Lesson 3.
Some experts argue that if you're someone who enjoys shopping—and physically going into a store—you should take heart! It may look different in the future, but in some shape or form brick-and-mortar is here to stay. Berthiaume (2021) reported that Forrester, a leading global marketing research firm, predicts that
despite strong e-commerce growth, stores will continue to capture most retail sales by 2024, including 71% of all U.S. retail sales and 64% of U.S. non-food-and-drink sales. Forrester expects that retailers will focus on reconfiguring store networks, clarifying store online sales attribution, promoting COVID-safe retail practices, and improving online margins for food and drink. (para. 4)
Other experts disagree. Global e-commerce is booming. Statista reports that
Internet sales have played an increasingly significant role in retailing. In 2021, e-commerce accounted for nearly 19 percent of retail sales worldwide. Forecasts indicate that by 2026, the online segment will make up close to a quarter of total global retail sales. (Coppola, 2023).
In this assignment, each team (four to six students per team) will conduct secondary research to find various experts' opinions and/or data on three of the five topics listed below. Then, it will be up to you to take a stand, state your opinion, and back it up with experts' opinions and data! In this assignment, each team (four to six students per team) will conduct secondary research to find various experts' opinions and/or data on three of the five topics listed below. Then, it will be up to you to take a stand, state your opinion, and back it up with experts' opinions and data! Your research should answer the following questions:
- Who is going to win out in the future: online retail or brick-and-mortar? Why?
- Retail guru and researcher, Paco Underhill (1999), has called shopping a "contact sport." He contends that shoppers must "experience merchandise." Sensory experiences are critical to shopping. We touch the cashmere sweater. We smell the perfume. We try on the sneakers to see if they're comfortable. And so on. All that being said, in what product or service categories does online shopping make sense for you? What about brick-and-mortar? Why?
- Are malls (as we knew them in the past) gone forever? Several retailers, whether through bankruptcy or not, sped up or expanded plans to close stores, especially at malls. Companies as diverse as Gap Inc., Macy's, Victoria's Secret, and Nordstrom announced plans to close doors permanently, adding up to hundreds of empty locations. What can malls (as we knew them in the past) do in order to revive (or achieve growth)?
- Conduct a SWOT analysis for Amazon or Walmart. Importantly, discuss how Amazon or Walmart can transform threats to opportunities.
- Walmart has faced severe competition from Amazon and vice versa. Pick either Walmart or Amazon, and discuss how it can defend its profits from the other party (i.e., how Walmart can defend its profits from Amazon or how Amazon can defend its profits from Walmart).
The analysis should not exceed five double-spaced pages in 12-point, Times New Roman font. This assignment is due at the end of Week 6.
References
Berthiaume, D. (2021, July 1). Forrester: Stores will account for 71% of all U.S. retail sales by 2024. https://chainstoreage.com/forrester-stores-will-account-71-all-us-retail-sales-2024
Coppola, D. (2023, February). E-commerce as share of total retail sales worldwide 2015–2016. https://www.statista.com/statistics/379046/worldwide-retail-e-commerce-sales/
Langworth, R. (2015, March 23). Churchill clairvoyant: Seeing 1940 in 1891. The Churchill Project. https://winstonchurchill.hillsdale.edu/churchill-clairvoyant-seeing-1940-in-1891/
Underhill, P. (1999). Why we buy: The Science of shopping. Simon & Schuster.
Requirement 4: Food for Thought
Throughout the lessons in this course, you will see sections entitled Food for Thought. These sections are filled with current-day issues or applications of text material. Their intent is to be thought-provoking and spur discussion among your classmates. During the semester, choose one and write a brief response/reaction.
For an "excellent" evaluation, the instructor will be looking for two pages of text. Be sure to title your response so that your instructor knows what question you are answering.
Follow these guidelines:
- TITLE PAGE: Include your name, section, the title of the Food for Thought, and the Lesson # where you found it. Be sure to title your response so that I know what question you are answering. Remember, you must be responding to a Food for Thought prompt. Look for the Food for Thought graphic (see above) throughout all of the Lessons.
- PAGE Heading: My Thoughts
- What is your response/ reaction to the prompt? Share your thoughts.
- PAGE 2 Heading: Application to Retail Concepts/Theories
- Specify a minimum of two theories or concepts that pertain to this FFT.
- For Text - include page number (e.g. Levy and Weitz 2019, pg. 43) or from the Lessons (e.g. Module 1, Section 1.5).
- FORMAT: The content should be double-space Times New Roman 12pt font size.
- PROOF: Check your submission for typos, grammar, punctuation, etc.
- SUBMIT: Please type your responses in a Word document and upload the document here in Canvas.
Deadline: Week 11 (i.e., Lessons 10 and 11). Please note: If you choose to complete the assignment early in the semester, great!
Requirement 5: Problem Assignments
There will be four lesson problem assignments:
- Lesson 7 Merchandise Budgeting and Open-To-Buy Problems (due Week 7)
- Lesson 8 Cash Discount Problems (due Week 7)
- Lesson 9 Merchandising Math Problems (due Week 10)
- Lesson 10 Paco Underhill Essay Problem (This will be a self-check exercise. Once you go through each of the questions, you will be awarded 10 points; due Week 11)
You are allowed to have two attempts for the Lesson 7, 8, and 9 problem assignments. There is no time limit, but please keep the due date in mind! The final score for those assignments will be the higher score of the two attempts (e.g., if you get 90% and 95%, the final score will be 95%). The Lesson 10 problem is a self-check exercise.
Requirement 6: Midterm and Final Exam
Each exam consists of questions covering the material in the course notes, readings, and online discussions (so everything we have covered in the class!). The online discussions may vary from the PowerPoint decks, so it is essential to take good notes and actively discuss. The exams are not cumulative. Exams will be opened on Monday at 12:01 a.m. (ET) of the exam week and will be closed on Sunday 11:59 p.m. (ET) of the exam week. There is no time limit. For example, midterm will be offered on Monday 12:01 a.m. (ET) of Week 9 and will be closed on Sunday 11:59 p.m. (ET) of Week 9. There is no time limit. Correct answers will be shown on Sunday 11:59 p.m. (ET) of the exam week.
Bonus 1: Professionals-On-Demand (PODcast) Reflection Paper
This course includes a Professionals-On-Demand (PODcasts) speaker series that will help you to learn about all of the career opportunities available to marketing majors in the retail industry and beyond. This series was an attempt to develop resources to enhance the learning environment.
After listening to the podcasts, you will choose a minimum of four podcasts to write your reflection paper on.
Instructions
- See a list of the PODcast speaker series on the Learning Community page in Lesson 1 for reviewing and listening to the podcasts. The more podcasts you listen to, the more benefits you will receive. There are a variety of marketing-related topics within the podcasts, including corporate retail, event planning, tips for sales career, business analytics, B2B marketing, consumer insights, running an e-commerce business, social media marketing, and so on.
- You are required to listen to a minimum of four podcasts.
- After listening to the podcasts, you will be ready to write the Podcast Reflection Paper!
Podcast Reflection Paper Format
- Title Page: Include your name, major (current or intended), and minor (current, intended, or N/A).
- Page 1: This page should be labeled Podcast List. First, provide a list of the podcasts you are including in this paper. List the name of each podcast: Podcast 1, Podcast 2, and so on. Be sure to Include the title and the professional’s name from podcast. Second, provide a quote from each podcast that particularly struck you or was memorable in some way. Under each podcast listed, state a quote—in quotation marks—and include the time stamp, with reference to the speaker. Points are deducted for failure to include these components.
For example: In Podcast 1, M.B. Pinto stated, "Remember no job is ever perfect. Your career is a continual journey through ups and down. Just don’t give up” (12:32).
- Page 2–Page 3: This page(s) should be labeled Takeaways. After listening to the podcasts—what are your personal takeaways? What did you learn? Did the professionals inspire you? Provide a minimum of two complete paragraphs (with 5–6 thoughtful sentences each) for this section.
- Page 3 (or Page 4, depending on length of previous section): This page should be labeled Integration. How do the messages from the podcasts you have chosen relate? You are expected to integrate the knowledge you gained from the various podcasts. Mention which podcasts offered similar advice—or which podcasts were in disagreement. Provide a minimum of one complete paragraph (with 5–6 thoughtful sentences each) for this section.
- Proper formatting and proofing is expected. Double-space all text in your paper.
See details in the rubric. Your submission is worth 20 points.
Bonus 2: Current Events Discussion Forums
You are encouraged to register for one of the following online newsletters—NRF Smartbrief, Chain Store Age, or MediaPost—to keep current on what’s happening in the retailing world.Throughout the semester, you will be asked to post current events of interest in five Current Events Discussion Forums. Research shows that students who read about business applications are 10 times more likely to engage with class material. Current events are one way to make course material come to life. You are encouraged to post to the board and respond to the posts/comments of your classmates.
The five Current Events Discussion Forums will be available in each lesson module based on their module groups. While this is not a required activity, you have the opportunity to earn up to 20 bonus points (four discussion forums @ 5 points each) for your activity on the Current Events Discussion Forum. I'm looking forward to a lively discussion!
- Lessons 1–3: Current Events Discussion Forum 1 (due Week 3, or Lesson 3)
- Lessons 4–6: Current Events Discussion Forum 2 (due Week 7, or Lessons 7 and 8)
- Lessons 7–9: Current Events Discussion Forum 3 (due Week 10, or Lesson 9)
- Lessons 10–14: Current Events Discussion Forum 4 (due Week 13, or Lesson 14)
Bonus 3: Individual HBP Case Analysis
You will summarize, analyze, and write an analysis of the following Harvard Business Publishing (HBP) case: Mountjoy Sparkling: Creating a Buzz in the Cannabis-Infused Beverage Business (product number: W18020-PDF-ENG; author: Allen H. Kupetz). Above and beyond the assigned case, it is recommended that you use other sources (e.g., annual reports, industry reports) to support your analysis with the assigned HBP case.
The analysis should not exceed two double-spaced pages in 12-point, Times New Roman font. Links to examples of student analyses can be found in the descriptions of the assignment under the Final Week Module. The analysis will be evaluated using the five criteria below:
- Did you define the main issues of the case?
- Did you list 2–3 possible strategic options for the firm before arriving at your final strategic option?
- Did you recommend the best strategic option among the possible options listed in (2) with a logical explanation?
- Did you present detailed and feasible suggestions for implementing the recommended strategy?
- Did you selectively use appropriate data and facts provided in the case?
Here is how to purchase the HBP case:
- Visit the Harvard Business Publishing: Education website.
- Select the Register button.
- Select For Individuals below Student.
- Search the product number and purchase the case!
Bonus (Potentially) 4: Online Discussions
Lecture videos propose discussion points and exercises and exercises to help facilitate your learning of that lesson's concepts, strategies, models, and or theories. In each lesson, there will be a discussion space where you can share your ideas and create conversations with your peers. You can share your ideas on any of the discussion points and/or exercises, and/or you can initiate a new discussion regarding contents covered in the videos (e.g., "Although pop-up stores are usually employed by physical-first retailers, pop-up stores can be more effective for digital-first retailers because of XYZ").
This is an optional assignment, but depending on the quality of your discussions, you can earn extra points!
Grading Scheme
The following table provides a breakdown of all of the assignments and the team project on which grades will be based.
| Category of Assessment | Points per Assessment | Total Points |
|---|---|---|
| 1. Two Sample Exams | 2 sample exams @ 50 points each. Sample exams are graded based on your completion (i.e., 50 if completed; 0 if incomplete) |
100 points |
| 2. Personal Introduction and Retail Career Interest Discussion |
1 submission @ 20 points each |
20 points |
| 3. Team Project: Online Retail or Brick-and-Mortar—What will Win? |
1 submission @ 100 points each |
100 points |
| 4. Food for Thought | 1 reaction @ 100 points each | 100 points |
| 5. Midterm Exam | 150 points | 150 points |
| 6. Problem Assignments |
|
100 points |
| 7. Final Exam | 150 points | 150 points |
| Bonus 1: PODcast Reflection Paper | 1 submission @ 20 points each | 20 points (bonus) |
| Bonus 2: Current Events Discussion Forums | 4 discussion forums @ 5 points each | 20 points (bonus) |
| Bonus 3: Individual HBP Case | 1 submission @ 40 points each | 40 points (bonus) |
| Bonus (potentially) 4: Online Discussions | Extra points depending on the quality of posts | Extra points depending on the quality of posts |
| Total | 720 points
(800 with Bonuses 1, 2, and 3) |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
| Numerical Value | Letter Grade |
|---|---|
| 93.00 and above | A |
| 90.00–92.99 | A- |
| 87.00–89.99 | B+ |
| 83.00–86.99 | B |
| 80.00–82.99 | B- |
| 75.00–79.99 | C+ |
| 70.00–74.99 | C |
| 60.00–69.99 | D |
| Below 59.99 | F |
Course Responsibilities
Your responsibilities in this course are to work through lessons and assigned readings, complete activities and assignments, and participate in discussions.
You are expected to complete all activities and assignments by the due dates listed in the Course Schedule. For information on late submissions, see the Late Policy.
In this course, communication is critical to your success at both internalizing the material and using the online delivery system. As a result, it's extremely important that you develop regular habits of checking email, logging on, and staying up-to-date with course announcements. It is strongly suggested that you make a habit of checking your emails and logging into the course at least once a day. This is especially useful for you to start feeling comfortable with the workload and pace of the class. Therefore, the course policy is that you are expected to check the announcements and your course email on a daily basis for any course instructions or changes made by the instructor.
The lesson number, assignment number, and your name (or team name, where appropriate) must appear on all electronic documents that you submit (such as Excel spreadsheets or Word documents). They should appear in the file name of your submission and on the document itself when it is opened. For example, consider student John Smith and his submission of Assignment 2 (Lesson 1, Week 2) entitled Retailer Investigation. The file name would be Assignment2_Lesson 1_Week 2_Retailer Investigation_John Smith. Be sure that this same information appears on the cover page of the document. This practice prevents confusion when printing documents for grading, preparing feedback for your particular submission, or entering your grade into the gradebook.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on North American eastern time (ET). This ensures that all students have the same deadlines regardless of where they live.
The due dates for the assignments are noted in the Course Schedule below. Deadlines will be defined as 11:59 p.m. (ET) on Sunday, the last day of the lesson time frame, unless otherwise noted.
Late Policy
This policy is only applicable to courses with no late policy previously stated in the syllabus.
Late assignments will lose one grade for each day or part of a day they are late. For a late team assignment, all team members will receive the penalty.
Schedule conflicts may be unavoidable in rare cases, even with the extreme flexibility offered by asynchronous instruction. If you anticipate a conflict, discuss it with the instructor beforehand to allow for agreement on an alternative schedule or alternative work submissions. Do not expect leniency after the fact for missed assignments.
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and Military Personnel
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Privacy Notice
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Report Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.