Main Content
Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
WFED 884: Appreciative Inquiry
(3 credits) This course provides a foundation in the theories, principles, and techniques of Appreciative Inquiry (AI).
Overview | Objectives | Materials | E-Reserves | Library Resources | Software | Technical Requirements | Expectations | Course Requirements and Grading | Course Schedule | Academic Integrity | Policies
Overview
Appreciative Inquiry (AI) was first developed by David Cooperrider and his advisor, Suresh Srivastva at Case Western Reserve University in the 1980s. AI falls under the umbrella of a newer area of study known as Positive Organizational Scholarship (POS). In addition, it has been called the next generation of organization development (OD). Further, it is, quite frankly, a worldview. AI is included in POS because of its positive or strengths focus (its greatest departure from OD, which is a deficit-based approach). This course provides a foundation in AI's theories, principles, and techniques. Beginning with a brief history of AI, you will learn its story through reading and watching videos.
Important in any discussion of change management methodology is how AI fits into the mix. This course includes a cross-comparison between AI and traditional OD in practice. How are the competencies for practitioners of one different for the other? You will explore the competencies of AI practitioners. A group case study analysis will elucidate the finer points of difference as you delve into a few published successes of AI. When considered as a change methodology adopted by organizations, AI is generative and customized to each individual initiative using what’s called the “4-D Cycle.” AI's complex nature includes a foundation of social constructionism, the New Sciences, and the power of positive image, and other concepts. This foundation produces guiding structure of “Five Core Principles” specifically, Constructionist, Simultaneity, Anticipatory, Poetic, and Positive principles. Students will gain an understanding of these foundational philosophies and principles while exploring the 4-D model.
You will collaborate on group projects, as well threaded discussions based on the weekly readings and media. Posting to a blog will help you to work through and deepen understanding of the concepts. Included in the course plan is a more personal exploration of strengths and appreciative coaching. You will be asked to use the PSU Office of Research Protections in order to conduct research interviews with AI practitioners.
Course Objectives
By the end of this course, you should be able to
- define and differentiate appreciative inquiry (AI) from organization development (OD)/change management (CM);
- review AI Competencies;
- summarize history of AI with a general understanding of underpinning theory and philosophy;
- describe the various points of the AI model and how they look in action;
- distinguish between large and small AI initiatives;
- identify ethical issues and future organizational trends that affect AI practice; and
- explore your own strengths using the concept of appreciative inquiry.
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 Reserves (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.
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.
Software
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Buying Software section of the Course Materials page.
TurnItIn
TurnItIn is a web-based writing assessment toolkit which allows instructors to provide feedback to students through markup tools, rubrics, proofing tools and originality reports to detect plagiarism. TurnItIn also provides a wide variety of peer review option.
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!
Expectations
Weekly Individual Activities
Mandatory individual weekly activities based on the required readings are designed to reinforce concepts, help you to master and apply them, and support your continuing development. There are individual activities for each lesson in the course. Individual activities include introductory activities at the beginning of the course and a variety of activities due throughout the course, some graded for credit, some for your edification and critical thinking.
Self-Regulated Learning
You are expected to read the assigned readings, participate in discussions, finish activities, and build up competency throughout this course. No late submission and passive participation are expected and communication with your instructor and group members are the key to success in this class.
Individual vs. Group Activities
There are 1,000 points allotted for the course activities of which approximately sixty percent of the points are based on individual submissions and forty percent on group submissions. Ten percent of the point will come from the completion of two quizzes.
The section in the Course Syllabus on Course Grades specifies the corresponding point values for individual activities.
There will be two different group setups:
- Interview and Coaching Partner Group: You will work with this group on Partner Appreciative Interview activity, AI practitioner interview, and appreciative coaching and analysis.
- AI Practice and Case Study Group: From Lessons 4 to 7, you will work with your group to engage in discussions for each of the phased: discovery, dream, design and destiny. You will be also work with the same group members on a case study and analysis presentation toward the end of the semesters.
Specific Learning Outcomes
Specific learning outcomes are incorporated into the design of each lesson. However, the educational benefit of this course is to be gained through completion of activities and reflection on how you may apply appreciative inquiry and its corresponding concepts to your life and livelihood.
Communication
There are two primary communication tools in this course. General announcements to the entire class will be made through the course announcements, and assignment feedback will be sent by the instructor through the Canvas assignment or the Canvas Inbox.
Course Requirements and Grading
Students will be evaluated on the basis of the quantity, quality, and timeliness of their efforts. More specifically:
| Activities | Percentages |
|---|---|
Lesson Threaded Discussion and ResponseThe content and readings will drive the weekly threaded discussion topics or questions that each of you will have an opportunity to share your perspective and insight. once, Each week, the instructor will pose the question(s) and each student should respond by the close of the week. For each discussion, you will be evaluated by your posting and comments to other student's posting (4 points for each of the 15 discussions). | 7% |
Research-based article abstractFocus on a research article regarding appreciative inquiry or positive organizational scholarship. A Research-Based Article summarizes the results of qualitative or quantitative research and reflects a systematic investigation of a topic. To emphasize: a research article is not based entirely or solely on the author's opinion. Examples of research articles might include studies focused on literature reviews, systematically-conducted surveys, focus groups, social science experiments, or systematically-conducted and analyzed interviews. Be sure that the article you select is based on research. (Points will be deducted if you choose an article based solely on one author's opinion or group of authors' opinions.) You can review any number of journals such as Organization Development Journal, International Journal of Training and Development, Training and Development Journal, Journal of Organizational Change Management, The Journal of Applied Behavioral Science, Human Communication Research, Human Organization, etc. You must submit the article link by the end of Lesson 2 and then, later the actual abstract by the end of Lesson 4. When you begin writing the abstract, include the bibliographic citation using the most current Publication Manual of the American Psychological Association at the top of the first page. | 10% |
Partner Appreciative InterviewIn Lesson 3, you will be assigned a partner or partners with whom to practice using an appreciative interview protocol provided. There are two deliverables for the Partner AI interview:
Point breakdown: 20 for transcript and report summary, and 10 for the summary video. | 10% |
Appreciative Inquiry Practitioner InterviewsYou will interview an AI practitioner with your partner(s) in Lesson 3 using a provided protocol. You will need to find an appreciative inquiry practitioner to interview. By the end of Lesson 3, submit your practitioner’s name to the instructor PRIOR TO CONTACTING THAT PRACTITIONER. We have had the same practitioner interviewed multiple times, and I want to keep that from happening. You will interview an AI practitioner with your partner(s) in Lesson 3 using a provided protocol. The protocol will be exploring AI competencies. The protocol will be exploring AI competencies. Send the questions in advance to the practitioner. Receiving written answers from the practitioner in lieu of an interactive process is not permitted. Explain that you must audio record the interview. The interaction should take about an hour. To satisfy the expectations for this assignment, please summarize/paraphrase the practitioner's responses. Where you find it helpful, please quote the practitioner on particularly insightful comments. | 20% |
Group Case Study Analysis and PresentationWorking in assigned Groups with a case that I provide, you will summarize the details of the case, in other words, answer the question of “what is happening in this case?” You must work together per your own design, and the group rep must comment on all other groups' presentations. See Lesson 11 for specifics. | 20% |
Appreciative Coaching and Analysis PresentationAgain, you will be working with your partners in Lesson 3, with whom you will practice appreciative coaching techniques. There is both an individual and a small group aspect to this activity spread across two lessons. First, individually, you should write up a double-spaced, 3–5 page assessment for 100 pts on appreciative coaching by choosing a topic that you would want to be appreciatively coached on. Then, imagine that a friend or co-worker comes forward to you and asks you to coach them appreciatively on exactly the same topic. You both share the same five signature strengths as well. Outline the plan and write about how you would coach them appreciatively. So, it is the same topic, but someone else in need of the coaching. How would coach them? Outline the steps and questions and include the underlying philosophy for why you would choose this path using the lesson content. The group component for this activity is worth for 100 pts, share your coaching plan with your coaching group by way of the coaching discussion forum and then, each group member should assess how the individual did with appreciative coaching from their own perspective. For instance, would you have proceeded the same way given the circumstances? Were their questions that you would have asked that the peer did not? Does the plan seem like a potential success? A written write-up of each student’s assessment of their peers is required in one master document. Studens should select Appreciative Coaching Questions using the appendix section in the Lesson 12's readings, Orem, Binkert, & Clancy (2007, pp. 213–218). | 25% |
AI Practice Group DiscussionsThere will be discussions, each for the four phases with your AI Practice Group: discovery, dream, design and destiny | 5% |
Various Graded Discussions and Submission AssignmentsBased on different topics across the course, you are required to participate in discussions and submit your thoughts and understanding to different assignments, eight altogehter. | 3% |
| Total | 100 % |
Letter grades will be based on the following scale
| Grade | Minimum % | Min. Points |
|---|---|---|
| A | 93 | 930–1000 |
| A- | 90 | 900–929 |
| B+ | 88 | 880–889 |
| B | 82 | 820–879 |
| B- | 80 | 800–819 |
| C+ | 78 | 780–799 |
| C | 70 | 700–779 |
| D | 60 | 600–699 |
| F | < 60 | below 600 |
Please refer to the University Grading Policy for Graduate 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.
Late Policy
Students who cannot submit activities on time because of emergency or extreme illness should contact me as soon as possible via Canvas e-mail. Your email must be received BEFORE the activity due date in order to be considered for a late turn-in. If a late turn in is approved, students will be notified via Canvas e-mail.
Logging On
You will be expected to log on to our course home page to engage in discussions and activities on a regular basis. Interaction with each other is an important part of this course. It is recommended that you log on to the course Web site at least five times a week to work through course materials and to participate in course discussions. You should plan on spending the same amount of time on this course as you would if you were taking it in residence—about 12–15 hours per week.
Posting Responses
In an attempt to be most efficient with our time and to be considerate of the various realities we each deal with —beyond the requirements of this course—I would like to suggest that we operate under an agreed upon time frame for posting responses to activities related to online discussions.
Activities will be due as noted on our class calendar. I welcome your feedback and suggestions, should these parameters not meet our needs.
Participating in Zoom Sessions
Zoom™ is a collaborative tool that allows us to communicate synchronously (real-time). The software package allows real-time voice, document, and whiteboard sharing, among other things.
We will use this tool as one form of communication with different groups of people 3–5 times throughout the course. As it is synchronous, you will be expected to participate at a scheduled day/time. You will work together to find times that are mutually acceptable for the required activities.
More information and detailed instructions on how to install and use this tool will be available in the Resources module.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Activities are due by 11:59 pm ET, Sunday of the week.
identifies readings that are available on E-Reserves through the library.
| Readings: |
|
|---|---|
| Videos: | |
| Activities: |
|
| Readings: |
|
|---|---|
| Videos: | |
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
| Readings: |
|
|---|---|
| Videos: | |
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
| Readings: |
|
|---|---|
| Activities: |
|
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 .
University Policies
- 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.
- 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.
- 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.
- Military Students:
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:
Please note that course access is limited to those individuals who have direct responsibility for the quality of your educational experience. The course instructor and any teaching assistant(s), of course, have access to the course throughout the semester. Each course offered via the World Campus has several instructional design staff members assigned to assist in managing course content and delivery. These instructional design staff members have access to the course throughout the semester for this purpose. Also, World Campus technical staff may be given access in order to resolve technical support issues. In addition, mentor, department head, or program chair may be provided with course access in order to ensure optimal faculty availability and access. Each of these individuals will keep confidential all student course and academic information.
- 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.
-
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.
-
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.