Main Content
Syllabus
MKTG 342: Marketing Research
MKTG 342: Marketing Research (3 credits): Research approaches, methods, and applications studied as a formal approach to problem solving for marketing decisions.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
Marketing research is a complex subject that helps managers gain insights into customers, products, and the marketplace. It forms an essential part of marketing because it provides a formal approach to problem-solving for most marketing decisions made in an organization. People in not only the marketing department but also other departments throughout the organization have to deal with marketing research, so it's important to understand how it works. This course teaches the important concepts and allows you to apply them to your own marketing research.
The overall goal of this course is to provide students with an understanding of the tools and techniques needed to plan and carry out a successful marketing research project.
Prerequisites: BA 303 or MKTG 301; SCM 200 or STAT 200
This course uses as its framework the marketing research process adapted from Burns and Bush's Marketing Research (2013) book. The following figure illustrates how the course structure aligns with the marketing research process.
Course Objectives
The objectives of this course are to
- develop an understanding of marketing research, its value, and when to use it;
- distinguish the types of data useful in marketing research, and identify how you can obtain/collect these kinds of data;
- analyze the different kinds of marketing research data and how you can use software to analyze the data; and
- set up and conduct your own marketing research project and present the findings of your project.
The lessons and assignments in this course are designed to support these objectives.
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.Statistical Software Requirement
Two versions of SPSS are available: the professional version and the graduate student version. For this course, the graduate student version is sufficient. You will need to purchase or have access to the SPSS Statistics Standard GradPack. Please note that SPSS is a commercial product and its owner controls what specific module is included in which version of SPSS. Read the SPSS Statistics Standard GradPack for more information.
Here are a few additional remarks:
- We will start with SPSS in Lesson 7 of this course.
- A six-month license of the software is sufficient for this course.
- Studica and OnTheHub are two recommended sources to acquire your software.
- The SPSS Statistics software is already installed on all computer labs and classrooms on Penn State University campuses that participate in the CLM (Cooperative Lab Management) program.
E-Reserves
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
You will read some articles during the semester, as indicated in the course schedule.
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. |
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| 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: Class Participation (15% of your total grade)
Your participation in the discussion forums during this course will be monitored and graded. You are evaluated both on your new posts to the discussion board and on your responses to your classmates.
Grading Rubric: Class participation is done primarily on the class discussion board. Most lessons require you to participate in the class discussion board by posting your answers or opinion to discussion questions. Participation is twofold. First, you should post your own answer or opinion. Second, you should respond to your classmates' posts. The following aspects can increase your participation grade:
- You participate in all discussion board topics during the course and participate during the week that this discussion is taking place. Not participating by either not posting your own answers or opinions or responding to others will lead to a lower participation grade, as will participating too late (that is, after the week in which the respective discussion is going on).
- Quality is more important than quantity. The number of comments does not affect your grade; rather the quality of your responses matters. Quality participation can be achieved by posting things that provide new insights to your classmates. This can consist of good examples, insightful posts, or helping your classmates understand the materials of this course by providing accurate answers to them. Furthermore, it is encouraged to think out of the box instead of just providing straightforward posts.
There are two other ways to participate positively in this course. One way is by posting materials related to this course in the Creative Marketing Café, including interesting examples and resources that you may come across that are related to the course content. The other way is by emailing your professor on course-related subjects such as aspects of the course that may be unclear to you or materials that your professor may use to enhance the course.
Note: You can access Creative Marketing Café on the Course Navigation menu.
Requirement 2: Computer Assignments (20% of your total grade)
You will have to complete three computer assignments in this course.
Excel Assignments: 10%
- Excel Assignment 1 (5% of your total grade): Show your Excel competences by computing various functions such as the mean and standard deviation. Submit your answers by the end of Lesson 3.
Grading Rubric: For this assignment a total of 100 points can be earned. For every mistake that is made 10 points will be deducted. A maximum of two mistakes is counted per question. For example, if you make two mistakes in a single question and all other questions are correct, you will receive 80 points for this assignment.
- Excel Assignment 2 (5% of your total grade): Show your Excel competences by creating various graphs and tables such as a line chart and a contingency table. Submit your answers by the end of Lesson 8.
Grading Rubric: For this assignment a total of 100 points can be earned. For every mistake that is made 10 points will be deducted. A maximum of two mistakes is counted per question. For example, if you make two mistakes in a single question and all other questions are correct, you will receive 80 points for this assignment.
SPSS Assignment: 10%
- SPSS Assignment (10% of your total grade): Show your SPSS competences by running linear regressions on a Pittsburgh Pirates data set to explain the drivers of game attendance as well as possible. Complete a two-page report (excluding tables and graphs) containing your final results, explaining the steps you took to arrive at the final results, and any problems or challenges you encountered during the estimation process. Submit your report by the end of Lesson 10.
Grading Rubric: The grade for this assignment is determined by the following three factors:
- The size of the adjusted R square. The higher the adjusted R square, the better the model fits the data.
- An appropriate explanation of the steps taken to arrive to the final model, correct explanation of the results, and a comprehensive discussion of the problems or challenges you encountered during the assignment.
- The presentation of the results, including the layout and grammar.
Requirement 3: Exam (10% of your total grade)
We will have one exam during this course that counts for 10% of your total grade. The exam will consist of a mix of multiple-choice and open questions. The exam is timed; you will have 75 minutes after opening the exam to complete it. You may use all course materials during the exam. It has to be completed during the week of Lesson 11.
Grading Rubric: The exam will consist of 100 points maximum. For every multiple-choice and open question in the exam, the number of points that can be earned will be indicated.
Requirement 4: Individual Marketing Research Report (15% of your total grade)
You will have to write a three-page (double-spaced) marketing research report based on a focus group that you conduct and two in-depth interviews. You will have to submit the report before the end of Lesson 6.
Grading Rubric: Your grade for the individual marketing research report depends on the following four factors:
- The marketing research question you investigate. A good marketing research question is formulated clearly, to the point, and interesting.
- An appropriate explanation of the steps taken to conduct the focus group and the in-depth interviews.
- An appropriate presentation and interpretation of the results, and a comprehensive discussion of the problems/challenges you encountered during the assignment.
- The presentation of the results, including the layout and grammar.
| Beginning (1) | Developing (2) | Accomplished (3) | Exemplary (4) | |
|---|---|---|---|---|
| Marketing Research Question (10%) |
The question is unclear. |
The question is clear but consists of multiple questions, is not to the point, or is very basic. |
The question is to the point. |
The question is to the point and interesting. |
|
Explanation of the Research Methods (30%) |
The steps taken to conduct the focus group and the in-depth interviews are not explained. |
Only one of the research method is explained, but the other one is missing. |
Both of the research methods are explained, but more details are needed. |
Both of the research methods are explained in detail. |
|
Discussion of the Results and Challenges Encountered (40%) |
Incorrect conclusions are drawn from the data and results. The challenges encountered during the assignment are not explained. |
The interpretation of the data and results is correct, and basic conclusions are drawn. The challenges encountered during the assignment are somewhat mentioned. |
Correct and insightful conclusions are drawn from the data and results, but more details are needed. The conclusion is insightful and the challenges encountered during the assignment are explained. |
Correct and insightful conclusions are drawn from the data and results. The conclusion is insightful. The challenges encountered during the assignment are explained properly. |
|
Layout and Structure (10%) |
The layout and structure of the report are chaotic. No appropriate usage of headings, titles, emphasis, etc. |
The layout of the report is basic and the structure is clear. Headings and titles are used to improve the presentation of the results. |
Both of the layout of the report and the structure are immediately clear. Headings, titles, emphasis, and colors are used to improve the report's readability. |
Both the layout of the report and the structure are immediately clear. Headings, titles, emphasis, and colors, etc., are effectively used to convey the report's important information. |
|
Writing (10%) |
Many spelling, grammar, and punctuation errors. |
Some spelling and grammar errors. Sentences are punctuated and complete. |
Few spelling and grammar errors. Correct punctuation; complete sentences; correct use of upper- and lowercase. |
No spelling and grammar errors. Correct punctuation; complete sentences; correct use of upper- and lowercase. |
Requirement 5: Group Marketing Research Report (40% of your total grade)
This is the most important part of this course. You develop together with your group members a marketing research project from scratch, define the research problem, collect data, analyze data, and report the results. The report should be double-spaced and have a maximum length of 12 pages (including everything). It is important that you select the most important information to include in your report as you are "competing" for the manager’s attention. A report that is too long is less likely to be read by the managers, which would be a waste of your efforts. You will have to submit the report before the end of Lesson 14. Any disagreement within the group must be reported to the instructor immediately to take corrective action before it is too late.
Grading Rubric: our grade for the group marketing research report depends on the following sic factors.
| Beginning (1) | Developing (2) | Accomplished (3) | Exemplary (4) | |
|---|---|---|---|---|
| Marketing Research Question (10%) | The question is unclear. | The question is clear but consists of multiple questions, is not to the point, or is very basic. | The question is to the point. | The question is to the point and interesting. |
| Descriptive Analysis (15%) | Essential descriptive information is missing for some important variables or incorrectly reported. | Some descriptive information is unclear or missing. | Appropriate descriptives are reported for the collected information. | Appropriate descriptives are reported for the collected information and insightful conclusions are drawn from the descriptives. |
| Statistical Analysis (25%) | Incorrect or missing statistical analyses. | The statistical analyses are correctly executed and the results are reported. | The statistical analyses are correctly executed and the results are reported. Interesting insights are taken from the results. | The statistical analyses are correctly executed and the results are reported. Interesting insights are taken from the results. In addition, model diagnostics are correctly used. |
| Conclusion (20%) | Incorrect conclusions are drawn from the data and results. | The interpretation of the data and results is correct, and basic conclusions are drawn. | Correct and insightful conclusions are drawn from the data and results. The conclusion is insightful. |
Correct and insightful conclusions are drawn from the data and results. The conclusion is insightful. In addition, the strengths and weaknesses of the analyses are recognized correctly. |
| Layout and Structure (10%) | The layout and structure of the report are chaotic. No appropriate usage of headings, titles, emphasis, etc. | The layout of the report is basic and the structure is clear. Headings and titles are used to improve the presentation of the results. | Both the layout of the report and the structure are immediately clear. Headings, titles, emphasis, and colors are used to improve the report's readability. | Both the layout of the report and the structure are immediately clear. Headings, titles, emphasis, and colors, etc., are effectively used to convey the report's important information. |
| Writing (10%) | Many spelling, grammar, and punctuation errors. | Some spelling and grammar errors. Sentences are punctuated and complete. | Few spelling and grammar errors. Correct punctuation; complete sentences; correct use of upper- and lowercase. | No spelling and grammar errors. Correct punctuation; complete sentences; correct use of upper- and lowercase. |
Peer Evaluation
The remaining 10% of your grade for the Group Marketing Research Project is based on the evaluations of your peers. Good participation is characterized by the following points. Group members evaluate one another and rate each group member for each of those points between 0 and 100 regarding their contribution to the Group Marketing Research Project.
- Actively participated in the discussion (e.g., frequently posting, commenting, offering ideas, and keeping in close contact with the group members).
- Exhibited a positive attitude through the process (e.g., providing constructive feedback, helping keep the group focused on the task).
- Willingness to be a real team player (e.g., willing to take responsibilities, respecting the group member's opinions, helping overcome glitches, and willing to stand up and make decisions).
- Contributed fully in preparing the team/group report (e.g., initiating and sharing ideas/resources, following up and assisting freely to achieve the team/group's goals).
Grading Scheme
| Category of Assessment | Points per Assessment | Weight |
|---|---|---|
| Class Participation | 100 | 15% |
| Computer Assignment: Lesson 3 Excel Assignment 1 |
100 |
5% |
| Computer Assignment: Lesson 8 Excel Assignment 2 | 100 | 5% |
| Computer Assignment: Lesson 10 SPSS Assignment | 100 | 10% |
| Individual Marketing Research Report: Lesson 4 interview and online focus group | 100 | 15% |
| Exam: Lesson 11 | 100 | 10% |
| Group Marketing Research Report: Lessons 7 and 12–14 | 100 | 40% |
| Total | 100% |
| 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 |
Deadlines
The deadlines for the graded assignments in this course are given below. Note that a week in this course is defined as starting on Monday at 12:01 a.m. (ET) and ending on Sunday at 11:59 p.m. (ET). The deadlines are always at the end of a specific week.
| Assignments | Deadlines |
|---|---|
| Excel Assignment 1 | End of Lesson 3 |
| Individual Marketing Research Report | End of Lesson 6 |
| Excel Assignment 2 | End of Lesson 8 |
| SPSS Assignment | End of Lesson 10 |
| Exam | End of Lesson 11 |
| Group Marketing Research Project | End of Lesson 14 |
Make sure that you finish your assignments before the given deadline. For every day that the assignment is late, 10% will be deducted from your grade for that assignment. In case there are extraordinary circumstances through which you may not be able to reach a deadline, you need to contact your instructor four days in advance by email.
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.
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.
Note: The Course Schedule below shows the time frame, readings, and assignments for each lesson. Each of the assignments has some codes indicating whether the assignment is an individual (I) or group (G) assignment, and whether the assignment is graded (GD) or ungraded (UG). Note that all discussion board assignments throughout the course are coded as graded (G) as they are part of the participation grade that will be determined at the end of the course. The Course Syllabus contains detailed grading rubrics for each of the graded parts of this course.
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Note: You can also access those LinkedIn Learning videos via MKTG 342 (World Campus) playlist. |
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Optional Reading
This textbook is about 300 pages long. You are certainly not required to read the whole book, but it may provide some valuable tips on how to design a questionnaire. You are encouraged to look at it if you are interested or if you want to find additional information on questionnaire design not covered in this lesson. |
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Note: You can also access those required LinkedIn Learning videos via MKTG 342 (World Campus) playlist. |
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Required
Note: You can also access those required LinkedIn Learning videos via MKTG 342 (World Campus) playlist. Recommended Watch Modules 5, 8, 9, and 12 of the Excel 2013 Essential Training (roughly equivalent to Modules 5, 8, 9, and 12 of the Excel 2016 Essential Training; Modules 5, 7, and 9 of Excel 2010 Essential Training; and Modules 5 and 15 of Excel 2007 Essential Training). Note that this is not required for this course, but these modules may be helpful for your assignments. |
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Note: You can also access those required LinkedIn Learning videos via MKTG 342 (World Campus) playlist. |
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Note: You can also access those required LinkedIn Learning videos via MKTG 342 (World Campus) playlist. |
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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.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.