BA-495-004: BUSINESS STRATEGY – KATHY STAFFORD, Adjunct

WINTER 2021

WINTER TERM 2021: BA495-004

Business Strategy/Capstone
Instructor: Kathy Stafford
Online Class Schedule: Mondays & Wednesdays 2:00p to 4:50p
Classroom: Location: all classes will be online entire Winter Term
Entire Class Meets 2X per week using online zoom link: https://pdx.zoom.us/j/83932846058
1. StoneStable — Ken Stedman, CSO
2. Notes of Celebration — Linda Smith. (Emma Clark, Beaverton.org)
3. Historic Parkrose — Seile Tekle, Executive Director
Phone: mobile 510.409.0013
Email: kstaff2@pdx.edu
Weekly Office Hours: F: 10a 11a https://pdx.zoom.us/j/83932846058
Call or text if you need anything or have questions. Anytime!

Diversity, Equity, & Inclusion — a sense of belonging for all of us

At PSU, “Diversity, Equity, and Inclusion is not only a value, it’s a mission.” In this class you are welcome to be
who you are at all times and expected to welcome others as they are. Diversity is not only beautiful on its own, it
is the fuel of innovation, creativity, and, specific to this Capstone course, high performing teams. Psychological
safety unleashes the power of diversity. We share responsibility for creating a safe class environment that fosters
a sense of belonging for ourselves and our clients. Before speaking or writing, these three questions are a helpful
guide: Is it true? Is it kind? Is it necessary? (Speak truth with kindness) We’re all in this world together — let’s be
better together!

TABLE OF CONTENTS
COURSE DESCRIPTION……………………………………………………………………………….2
SCHOOL OF BUSINESS PROGRAM LEVEL LEARNING GOALS…………………………………2
COURSE LEARNING OBJECTIVES: 4 UNST BUSINESS GOALS…………………………………3
REQUIRED READING MATERIALS & WHERE TO GET THEM …………………………………...4
COURSE REQUIREMENTS/GRADING………………………………………………………………5
WEEKLY COURSE SCHEDULE……………………………………………………………………….6
ASSIGNMENTS/DUE DATES…………………………………………………………………………7
LATE ASSIGNMENT POLICY………………………………………………………………………..12
IMPORTANT RESOURCES.………………………………………………………………………….12
COURSE POLICIES…………………………………………………………………………………...15

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 BA-495-004: BUSINESS STRATEGY – KATHY STAFFORD, Adjunct
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COURSE DESCRIPTION
This strategy and capstone course is designed as a culminating experience for all senior Business students.
Students working in multi-disciplinary teams will apply the core competencies they have developed from
their academic course work to a “real world” project from a “real world” client (external partner). Through
the application of a consultant/client model, students will translate the client’s project goals to a work
scope designed to address client’s project goals through strategy development.
Effective strategies lead organizations to stand out—for what they do and how they do it. One of the
primary pillars of Portland State University’s strategy is to develop students who can apply interdisciplinary
learning to real world issues and become leaders of change. PSU’s University Studies program is one of the
ways that the University has consistently gained international recognition for a distinguished undergraduate
experience

The Business Strategy Capstone course is designed to provide an integrative experience along two
dimensions
1. as a culminating experience for the University Studies program at PSU; and
2. as a way for business students from different majors to combine their knowledge and work together in
the field with an external partner on a pressing strategic issue

SCHOOL OF BUSINESS PROGRAM LEVEL LEARNING GOALS

1) Problem Solving. Graduates of the Business Administration Baccalaureate program will have the capacity to recognize
and understand a wide range of common and novel business problems, and to follow a systematic approach to solve them
effectively.

2) Business Sustainability. Graduates of the Business Administration Baccalaureate program will possess a holistic
perspective of the impact that business practices have on social, economic, and environmental systems.

3) Business Communication. Graduates of the Business Administration Baccalaureate program will effectively
communicate complex information with a variety of stakeholders.

4) Integrative Learning. This is an understanding and a disposition that a student builds across our curriculum, and then
demonstrates by making simple connections among ideas and experiences by synthesizing and transferring learning to
new and complex business situations. There are four Learning Objectives (LO) associated with the LG4:
• Connection of concepts (Obj-1): Students will connect examples, facts, or theories from multiple fields of study or
perspectives.
• Transfer of skills and theories (Obj-2): Students will adapt and apply skills, abilities, theories, or methodologies
gained in one situation to new situations to solve problems or explore issues
• Integrated communication (Obj-3): Students will fulfill assigned tasks by choosing a format, language, and graphic
or other visual representation that explicitly connects content and form, demonstrating awareness of purpose and
audience.
• Self-reflection (Obj-4): Students will evaluate changes in their own learning over time, reflecting on their ability to
address complex contextual factors that present, for example, uncertainty and ambiguity, multiple
interdependencies, ethical dilemmas, and discrepancies or frustrations

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 BA-495-004: BUSINESS STRATEGY – KATHY STAFFORD, Adjunct
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COURSE LEARNING OBJECTIVES: 4 UNST BUSINESS GOALS
In this course, we will rely on business strategy frameworks to thoroughly analyze the client’s strategic
issues and formulate recommendations. The strategy content and the client project have been
selected so our students can experience the key business goals of the University Studies Program.
1. Hone INQUIRY AND CRITICAL THINKING skills: Your client project will require you to thoroughly understand the
client’s problem, analyze pertinent data, and formulate recommendations. Working with a client will make this
process very real and exciting
2. Engage in effective COMMUNICATION: Throughout your career, effective communication will be fundamental to
your success, so we will practice both written and oral, and individual and team communication.
3. Understand DIVERSITY, EQUITY, AND SOCIAL JUSTICE: Students will explore and analyze identity, power
relationships, and social justice in historical contexts and contemporary settings from multiple perspectives. Students
will apply this approach to better understand how diversity, equity and social justice can impact the success or
failure of a client’s business/organization. Client’s strategic recommendations will be framed within the context of
this learning objective.
4. Understand ETHICS, AGENCY & COMMUNITY: Students will examine values, theories and practices that inform
their actions, and reflect on how personal choices and group decisions impact local and global communities.

The following course objectives include notations about which University Studies goal(s) are
embedded within that objective:
● To develop the ability to incisively apply and effectively communicate business concepts in practical application,
including:
o Conducting a comprehensive analysis of an organization, its industry, competitors, and general
environment, and develop viable strategic alternatives. (communication, critical thinking)
o Relating strategic management theory, concepts and frameworks to a partner organization that will serve as
the client during the term. (diversity, equity, & social justice; critical thinking)
o Applying concepts to current news events. (communication, critical thinking)
● To develop abilities for assessing competitive environments and identifying value-creating opportunities in the
global economy. (diversity, equity, & social justice; communication; critical thinking; ethics, age)
● To acquire tools for judging performance, identifying changing industry dynamics, anticipating competitors’
responses, and leading organizational and strategy evolution accordingly. (communication, critical thinking)

● To understand the levels of strategy creation spanning business unit-level and corporate-level decision-making.
(communication, critical thinking, social/ethical responsibility)
● To recognize the viewpoints and influences of a variety of stakeholders during strategy creation. (diversity, equity, &
social justice; critical thinking; social/ethical responsibility)

● To understand how strategy formulation demands simultaneous decision-making along multiple dimensions
involving innovation, functional areas, and external relationships. (communication, critical thinking)

● To engage in highly interactive analyses, where students push each other to their analytical limits in a respectful way
and are encouraged to take risks, while also working collaboratively in a team-based setting. (diversity, equity, &
social justice; communication; critical thinking; social/ethical responsibility)

● To offer consultation services to the businesses that are our community partners in ways that further both the
interests of that community partner and us, as we share and hone our expertise as business students from various
majors (communication; critical thinking; diversity, equity, & social justice; social/ethical responsibility)

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 BA-495-004: BUSINESS STRATEGY – KATHY STAFFORD, Adjunct
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REQUIRED READING MATERIALS AND WHERE TO GET THEM
Frank T. Rothaermel, Strategic Management: Concepts. McGraw Hill Education; ISBN- (4th edition).
Editions 1-4 will all work. We cover chapters 1 – 9. Hard copy new and used can be purchased from
Amazon or other online bookstores. Four copies are available at the PSU LIBRARY RESERVE DESK.
To purchase a digital copy:
1. Go to https://create.mheducation.com/shop/
2. Search for and select book by Title, ISBN, Author, or State/School.
ISBN: 9781307644067
Title: Business Strategy
3. Add the book to your cart and pay using a credit card or access code.

ARTICLE:
Porter, M.E., "The Five Competitive Forces that Shape Strategy," Harvard Business Review, 01/1/2008
This article is posted in the D2L shell and is available as a digital file in the PSU library.
To purchase a digital copy (cost $4.25)
Click on Link, OR copy & paste URL in browser:
https://hbsp.harvard.edu/import/748705

Additional Articles: Additional articles are posted in the D2L course site for the specific week. These
articles can be downloaded for free.

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 BA-495-004: BUSINESS STRATEGY – KATHY STAFFORD, Adjunct
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COURSE REQUIREMENTS/GRADING
Following are the assignments and instructions that will be graded in this course. There are also several non-
graded team assignments that are listed in the WEEKLY COURSE SCHEDULE AND ASSIGNMENTS/DUE DATES.
30% of your grade is based on individual assignments, and 70% on team assignments. The Final Report and
Final presentation represent 40% of the total grade.
Grading will be based on two factors. First, points earned for the assignments in each category, and second, mid-
term and term-end ) peer assessments from your team members. (peer review evaluation forms are posted in the
D2L course shell). All assignment Instructions are in ASSIGNMENTS/DUE DATES.

Item Category/# of Assignments Points/Assignment = Weighting

Max. Points Possible

1 Individual UNST Writing Assignment 100 pts X 1 = 100 10%

2 Individual UNST Business Goals Reflective Essay (1) 200 pts X 1 = 200 20%

3 Team Scope of Work (SOW) (1) 100 pts X 1 = 100 10%

4 Team Client Presentations (4) 50 pts X 3 = 150 (1-3) 30%

150pts X1 = 150 (Final)

5 Team Client Final Report Outline (1) 50 pts X 1= 50 5%

6 Team Client Final Report (1) 250 pts X 1 = 250 25%

Grade A* A- B+ B B- C+ C C- D+ D D- F
Point
≥940 <900 880 840 800 780 740 700 680 640 ≥600 <600
Range/Grade
Minimum
≥94 90 88 84 80 78 74 70 68 64 60 <60
percentage
*SB does not give ‘A+’ grades. Therefore, ‘A’ grade begins with a 94%.

Final Grade Adjustment

● Grades are not rounded up or down
● Final grades will be adjusted based upon the following:
o Professor’s observations and assessment: focusing on student performance working in their
project teams (taking into account the peer evaluations), and the non-graded preparation
assignments.
● Students who disagree with scores on their individual written work have one week from the score
posting to write a justification for a different score.

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WEEKLY COURSE SCHEDULE
Week In Class Due Graded/not graded Client Interactions
M Intro, Syllabus review, great teams Client selection 1st client meeting ASAP & set weekly
overview Sign NDA schedule — be prepared with an initial
W Ch 1&2. Vision, Mission, & Values Choose Project Coordinator set of questions.
(VMV) Choose Team Name
1
BREAKOUT – Team organization, Schedule meetings with client
prep for client meeting, begin Client Send Zoom link for team breakouts
Presentation 1 and research. to Kathy Stafford

M Review VMV progress Preview Client Presentation 1 Weekly Progress Report (WPR) #1
W Ch 3. PESTEL, Porter’s Forces Draft Scope of Work (SOW)
2 BREAKOUT
Research, prep for Client Presentation
1, prepare Draft SOW
M NO CLASS. MLK HOLIDAY FINAL SOW WPR #2
W CLIENT RESENTATION 1 CLIENT PRESENTATION 1 SLIDE DECK CLIENT PRESENTATION 1
3 2:15 – 2:45: StoneStable, Inc Scope of Work, Vision, Mission, &
3:00 – 3:30: Historic Parkrose Values
3:45 – 4:15: Notes of Celebration
M Ch 4. VRIO, SWOT INDIVIDUAL WRITING ASSIGNMENT WPR #3
W Prep client Presentation 2 UNST BUSINESS GOAL 3 OR 4
4
BREAKOUT
Reflection & prep for Client Client Presentation 1 reflection
Presentation 2.
M Ch 5 & 6. Quant/Qual Anal; TBL Preview Client Presentation 2 WPR #4
W CLIENT PRESENTATION 2 CLIENT PRESENTATION 2 SLIDE DECK CLIENT PRESENTATION 2
5
2:15 – 2:45: StoneStable, Inc External & Internal Environment
3:00 – 3:30: Historic Parkrose
3:45 – 4:15: Notes of Celebration
M Ch 7 & 8. Alternative Futures, Client Presentation 2 reflection WPR #5
Quant/Qual Analysis Outline: Alternative Futures &
6
BREAKOUT Quant/Qual analysis
Reflection & prep for Client Self/Peer Evaluations
Presentation 3
M Ch 9. Client Presentation 3 prep Preview Client Presentation 3 WPR #6
W CLIENT PRESENTATION 3 CLIENT PRESENTATION 3 SLIDE DECK CLIENT PRESENTATION 3
7
2:15 – 2:45: StoneStable, Inc FNAL REPORT OUTLINE Alternative Futures, Quant/Qual Anal.
3:00 – 3:30: Historic Parkrose
3:45 – 4:15: Notes of Celebration
M Reflection Client Presentation 3 reflection WPR #7
8
W Final Report & Client Final
Presentation prep
M Favorite life hacks DRAFT FINAL REPORT WPR #8
9
W Final Report & Client Final UNST BUSINESS GOALS REFLECTIVE
Presentation Prep ESSAY
M Final Presentation prep Client Final Presentation preview WPR #9
W CLIENT FINAL PRESENTATION CLIENT FINAL PRESENTATION CLIENT FINAL PRESENTATION
10
2:15 – 2:45: StoneStable, Inc FINAL REPORT SLIDE DECK Final recommendations and execution
3:00 – 3:30: Historic Parkrose Self & Peer Review plan.
3:45 – 4:15: Notes of Celebration
11
Woohoo! You did it! Woohoo! You did it! Woohoo! You did it!

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ASSIGNMENTS/DUE DATES
PLEASE NOTE: WIKIPEDIA IS NOT AN ACCEPTED REFERENCE FOR ANY RESEARCH MATERIAL IT’S A GREAT RESOURCE FINDER. BUT
YOU MUST FIND AN ORIGINAL SOURCE TO VERIFY THE INFORMATION IF YOU USE IT.
TEAM ASSIGNMENTS

Team Scope of Work 100 point scale, Total Points 1 X 100 = 100; 10% of Grade
• Draft due to client Jan 17 (Week 2) Email to client, cc: Kathy Stafford
• Final Due Jan 24 (Week 3) Email to client, cc: Kathy Stafford
Grading: Rubric -Final SOW 100 point scale: Superficial = ≤70; Adequate = 80; Superb = 90+

The SOW is a two-stage process: draft scope of work, and final scope of work. The Final SOW is graded.
Feedback from your client and Kathy Stafford will be reflected in the final SOW.
The SOW is critical to success of the project as it outlines the specific tasks that the team will perform. The
SOW must be based on your client’s goals. Demonstrate to your client that you understand their
business/organization, the goals the client is trying to achieve, the business consulting services requested of
the student team, and the methods you will use to serve your client.
• introduction: Business/organization description, challenges and goals, team goals, task and
deliverables schedule, including all models
• Outline of approach including a list of team’s own project goals (if they are a subset of client’s goals
because team cannot accomplish all client goals in one term)
• Identify the data or information the team needs to collect and analyze to discern observations and
recommendations. The data/information needs & methods must be tied directly to the client goals.
• Identify the methods (e.g., financial, research, quantitative, qualitative, etc.) team will take to obtain
the data & information
• Briefly outline the major work steps or work phases team will take. Your list will include the models
we use: Vision, Mission, & Values, PESTEL, Porter’s Forces, SWOT, VRIO, Alternative Futures,
• For each task you will define the task goal, outline the specific work to be performed, identify
whether there is a deliverable to be sent to your client, and the task schedule (e.g., Due dates for
task & deliverable(s)).
• SOW Video, templates and examples are in the D2L Course Shell
o It is not required to use any of the Proposal or SOW templates, but you might find it easier to
use the template because the style sheet has already been formatted.
o Think linearly. Follow the course schedule for use of models and presentations.
o There are examples of Team’s Proposal & SOW assignments in your D2L course shell.

Weekly Progress Reports (not graded)

Weekly progress reports are due to your client each week beginning week 2. There are examples in D2L. Send
them to your client, and copy me by EOD Sunday each week. You do not need to load these into D2L.

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 BA-495-004: BUSINESS STRATEGY – KATHY STAFFORD, Adjunct
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Team Client Presentations
Each project team will conduct four presentations based on the models we use in this course. Your client will
be present for each presentation unless they have a conflict.
Grading: Rubric : Client and Kathy Stafford each score the presentation using the same rubric. The final
presentation score for each presentation is the average of the two parties.
Presentation #1- #3, ≤50 pts each, 35=superficial, 40=adequate, 45+= superb. 5% of grade each, 15% total
Presentation #4 (FINAL), ≤150 points. 105=superficial, 120=adequate, 135+=superb. 15% of grade
1. Client Presentation #1: Week 2/3 Review Client’s Scope of Work, and Vision, Mission, and Values.
UNST Business Goal for Diversity, Equity, and Social Justice.
• 1/13 Review with Kathy Stafford
• 1/19 Send to Client and Kathy Stafford
• 1/20 Presentation
• 1/24 Upload to D2L
2. Client Presentation #2: Week 5: Week Evaluating the Client’s External and Internal Environment
and address UNST Business Goal for Ethics, Agency, & Community.
• 2/1 Review with Kathy Stafford
• 2/2 Send to client and Kathy Stafford
• 2/3 Presentation
• 2/7 Upload to D2L
3. Client Presentation #3: Week 7: Identify Alternative Futures & Quantitative (Financial) &
Qualitative Comparisons. UNST Business Goal for Critical Thinking and Inquiry.
• 2/15 Review with Kathy Stafford
• 2/16 Send to client and Kathy Stafford
• 2/17 Presentation
• 2/21 Upload to D2L
4. Client Presentation #4 Week 10: Final Strategic Recommendations and implementation schedule.
UNST Business Goal for Communication. Review with Kathy Stafford 3/8, send to Client 3/9,
presentation date 3/10, upload to D2L 3/14
• 3/8 Review with Kathy Stafford
• 3/9 Sent to client and Kathy Stafford
• 3/10 Presentation
• 3/14 Upload to D2L
Presentation Requirements
1. All team members will present in equal amounts. Presenters & non-presenters will participate in the Q&A.
Engage your client and invite questions during the presentation.
2. Each presentation will be 20 minutes with 10 minutes of Q&A for 30 minutes total.
3. Introduce your client, their business, their vision, mission, and values, review the scope of work and where
you are in the process in each presentation. Explain the framework(s) you are using—what they’re designed
to do, and how it can be helpful to your client. In plain English.
4. Prepare presentation slides such as PowerPoint or Google Slides. Graphics, tables, figures, and matrices
are required. PREZI is not allowed to be used. A PowerPoint template is in the D2L Template Folder. You’re
not required to use that template, but you will need to have the same content. Find Example Presentations
in D2L examples folder.
5. Do not just read your slides. Explain the “what” and “so what”. Present to your client. Use their name or
business name, not their personal pronoun. Practice/talk through your presentation through before giving
it.
6. Dress in appropriate attire.
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Team Alternative Futures Quantitative/Qualitative Analysis Outline [Not graded]

Alternative strategies are a critical part of the project. The purpose is to identify & compare different ways to
achieve your client’s goals. By using both quantitative & qualitative comparison methods based on your client’s
goals, it’s possible to determine the alternative (or it could be a combination of the alternatives) that best fits
your client’s goals.
DUE FEB 10 (Week 6) to Kathy Stafford. Do not sent to your client). Please share as a google doc and upload
in the course shell.
Assignment Requirements:
• Develop an outline that includes:
o Descriptions of Alternative Futures: need a minimum of 2 but commonly 3. Describe how the
alternatives are tied to client’s goals.
o Identify quantitative & qualitative outputs/data: These include the financial data you will need to
make the comparisons. Note: you need to ask your client for this information far in advance of
the analysis.
o Describe methods: How did you come up with these alternatives? What methods did you use?
o Decision matrix: work with your client to understand the categories and weightings from their
perspective, not the team’s. The Client is the expert in what is most important to them.
o Upload to D2L Assignments Folder and share a google doc format with Kathy Stafford. I will
comment on the Outline & return the Outline to your team. Comments can be used to prepare
for your Alternative Futures Presentation and your final report.
• Length: 4-5 pages (lots of bullets & white space, not a long narrative)
• Examples: in D2L Course Shell

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Team Final Report

The final report summarizes all of the project team work and presents clear strategic recommendations based
on the team’s analysis, along with implementation steps for the recommendations.
The final report will include:
• Completion of all deliverables in the SOW
• Methods used and their connection to client project goals
• Solid analysis supporting key findings, strategic recommendations and implementation steps
• And appendix with supporting data and helpful information

Final Report Outline: (50 point scale, Total Points = 50; 5% TOTAL of Grade)
Grading: Rubric 50 point scale: Superficial = ≤35; Adequate = 40; Superb = 45+
DUE FEB 21 (Week 7) Please share as a google doc to Kathy Stafford and submit to D2L Course Shell (NOT TO
CLIENT)
See Final Report template, examples, and Final Report outline examples. Also view Bill Jones’ video and
review slide deck. All in the D2L course shell.

The outline organizes how you will write your final report: the content to be included, the order of sections —
Executive Summary, Table of contents specific sections (VMV, Internal and External analysis, Alternative Futures,
Quantitative and Qualitative Analysis, references, appendices), and relative level of detail for each section.

Final Report
250 point scale, Total Points = 250; 25% TOTAL of Grade]
DRAFT: DUE MAR 7 (Week 9) Email to client in word format (no pdf), CC or share google doc with Kathy Stafford
FINAL: DUE MAR 14 (Week 10) Email to client (CC Kathy Stafford) Two Formats 1 Word file for body of Final
Report; all Appendices in their original format (e.g., PPt, Excel, MS Word, Pdf, etc.).2 :Pdf file for entire Final
Report: body and appendices (for excel spreadsheets just use a screenshot of the first page). Indicate on the
screenshot to see original excel file for information. Upload to D2L.

IMPORTANT:
• You are writing to your client, not me. Refer to them using their company name (ex. StoneStable), the
person (Ken or Mr. Steadman), or “you” . DO NOT use “the client” or their personal pronoun
(he/him/she/her/they/them).
• The Executive Summary is no more than one page and includes everything the client would need to
know if they did not read on. Everything else in the document supports the executive summary.
• Client background information including the vision, mission, and values.
• Brief summary of the methods used to get to the conclusions.
• Client goals, team goals, and the team’s recommendations that address those goals.
• Only include the most relevant summary information in the body of the report and make use of visuals
frequently. Everything else can go in the appendix
• Include all reference citations for research sources in the bibliography.

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INDIVIDUAL ASSIGNMENTS

Individual Writing Assignment. UNST BUSINESS GOALS 3 OR 4 100 pt. scale. 10% of TOTAL of Grade.
DUE JAN 31 (Week 4)
Requirements: 1page max, 1.15 spacing, 10 pt. Arial font. Please be concise, succinct, and thoughtful.
Upload to D2L Assignments folder and share in google doc format with Kathy Stafford.
Grading rubric: 100 point grading scale: Superficial ≤70; Adequate=80;Superb (insightful)=90+
Content
The purpose of the write-up is to apply strategy concepts in the readings and the UNST Business Goals to
the student’s client project & current events.
▪ First Section: Define the concept(s) (your choice of concept) from the reading, class discussion, or
client project IN YOUR OWN WORDS (don’t quote the concept from the textbook or any source
you use). Illustrate your definition with an example, to demonstrate your understanding of the
concept. The example can be hypothetical. It does not have to actually exist.
▪ Second Section: Apply the concept(s) to a current business issue in the news from the last 6
months. Focus on the strategic implications of how or why the concept(s) is/are relevant or not
relevant to the business issue. Use at least one example from the current business issue to
demonstrate your understanding of the concept.
▪ Third Section: Apply the concept(s) to your client. Focus on the strategic implications of how or
why the concept(s) is/are relevant or not relevant to your client. Include at least one example to
illustrate your concept. Explain and provide an example.
▪ Fourth section: Apply one of the UNST Business Goals to your client & business: Diversity, Equity
& Social Justice OR Ethics, Agency, & Community in that write-up & discuss how it does or doesn’t
apply to your client. You must use an example to illustrate the UNST Goal.
▪ Last Section: Finally, cite the news source for the current business issue.
Examples in D2L Course Shell:
o There are examples of student’s previous weekly write-ups in your D2L course shell.

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Individual reflective essay. UNST BUSINESS GOALS. 200 pt scale, 20% of total grade.
DUE MAR 7 (Week 9)
Requirements: 2 pages maximum, 1.15 spacing, 10 pt Arial font. Upload to D2L folder and share in google
doc format with Kathy Stafford.
Grading rubric: 200 point grading scale: Superficial ≤140; Adequate=160; Superb (insightful) = 180+
REFLECT ON YOUR COURSE EXPERIENCE RELATED TO THE UNST BUSINESS GOALS. Write from your own
experience with I/me/my language. Provide observations and experiences with detail. You can draw on
frameworks from prior courses. As you write, ask yourself how do I know this is true? Be honest. Honest
reflection is how we learn.
While you can address all or a combination of the goals, it is required that your essay incorporate the UNST
Business Goal for Diversity, Equity and Social Justice OR Ethics, Agency, & Community.

REQUIRED CONTENT (Note that this content varies from examples in the D2L course shell)
● Connection to UNST goals: summarize your overall experience through the lens of the UNST goals.
What connections can be made between your experience in this course and the UNST Business goals
with particular emphasis on the Diversity, Equity & Social Justice AND/OR the Ethics, Agency, &
Community Goal?
● Team and client reflection: consider how your team has worked together and with the client. Reflect
on what you experienced with your teammates and the client. How do these experiences connect to
the UNST goals?
● Personal learning journey reflection: what worked well for you — allowed you to do your best work for
your team and client? What would have made the experience better for you, your team, and your
client? What learnings will you take with you in your post-college life?

These questions may help you form your ideas for your reflective paper. You don’t need to use them. They’re
thought starters.
• Imagine someone from PSU has selected you to speak to the four UNST goals from your own experience in
this Capstone course. What would you say? How did engaging in the project for this course enhance your
abilities in the four goal areas?
● How has the structure of this course, the readings, discussions, assignments, and working with your team
and client enhanced your ability to analyze community issues from more diverse perspectives?
● How have your own perspectives evolved in relation to community issues? Systemic structures in society that
create or perpetuate social problems?
● How has the course helped you reflect on the impact of your individual choices (everyday decisions, career
choices, political action) to broader societal issues? (i.e. global warming, homelessness, poverty).
o How do you view your role and responsibility as a citizen towards a public purpose/common good?
How would you take your skills (marketing, science research, business, graphic design) into the
community to address social issues and/or serve the common good?
● How has your work as a team member given you insight into collaborative problem solving and
communication?
● How has the production of the final project for the client allowed you to expand and practice your skills in
the goal areas?
● How does the process of self-reflection enhance your ability to critically think about your beliefs and
attitudes towards the real world issues we addressed in this course?
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LATE ASSIGNMENT POLICY
All assignments and projects for this course will be submitted electronically through Desire2Learn (D2L) unless
otherwise instructed. Assignments must be submitted by the given deadline unless through prior
arrangement.
All discussion assignments must be completed by the assignment due date and time. Late or missing
assignments will affect your grade.

IMPORTANT RESOURCES
PSU LIBRARY
PSU Library now has a BA495 website with helpful resources for conducting client research
(http://guides.library.pdx.edu/ba495). For help doing research go to the Research Guides & Tutorials page
(http://guides.library.pdx.edu/home) page. There is also the DIY (Do It Yourself) research guidance web page
that can be extremely useful to your project. Go to this site to begin your research (http://library.pdx.edu/diy/).
Another helpful site is the “Databases & Articles” page (http://library.pdx.edu/dofd/). There you’ll find by
category (including Business) publications & database links.
▪ If you need further assistance AFTER YOU HAVE USED THE ABOVE LINKS, Contact Kerry Wu. She is the
designated SBA librarian & can be reached at wuq@pdx.edu & can be very useful in helping you locate
business-related materials.
DISABILITY RESOURCE CENTER:
Access and Inclusion for Students with Disabilities: PSU values diversity and inclusion; we are committed to
fostering mutual respect and full participation for all students. My goal is to create a learning environment that
is equitable, useable, inclusive, and welcoming. If any aspects of instruction or course design result in barriers
to your inclusion or learning, please notify me. The Disability Resource Center (DRC) provides reasonable
accommodations for students who encounter barriers in the learning environment.
If you have, or think you may have, a disability that may affect your work in this class and feel you need
accommodations, contact the Disability Resource Center to schedule an appointment and initiate a
conversation about reasonable accommodations. The DRC is located in 116 Smith Memorial Student Union,
503-725-4150, drc@pdx.edu, https://www.pdx.edu/drc.
• If you already have accommodations, please contact me to make sure that I have received a faculty
notification letter and discuss your accommodations.
• Students who need accommodations for tests and quizzes are expected to schedule their tests to
overlap with the time the class is taking the test.
• For information about emergency preparedness, please go to the Fire and Life Safety
webpage (https://www.pdx.edu/environmental-health-safety/fire-and-life-safety) for information.
QUEER RESOURCE CENTER (QRC)
QRC provides students along sexuality and gender spectra with the support they need to persist to
graduation. The Queer Resource Center’s vision is to facilitate a campus environment such that Portland State
University is the higher education destination of choice for students, staff, and faculty along sexuality and
gender spectra. Location: 458 Smith Memorial Student Union; webpage: http://www.pdx.edu/queer/; phone:
503-725-9742; email: qrc@pdx.edu ; Resources:
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1. Name/Pronoun Advocacy: website (http://www.pdx.edu/queer/namepronoun-advocacy ); confidential
form to submit to QRC
2. Trans Student Resources and Retention Coordinator: email (psutrans@pdx.edu ); phone (503-725-
9742)
THE WRITING CENTER: 188 Cramer Hall
The Writing Center can help with all varieties of projects including class assignments. The Writing Center aims
to help writers at any stage of the writing process, from brainstorming to the final draft. Contact TWC:
http://www.writingcenter.pdx.edu/index.php#; Phone: 503-725-3570;
ADVISING & ASSISTANCE
The SBA provides academic advisors as well as career/internship advisors to assist students to enrich their
college experience. Academic advisors are trained to provide counsel in a wide range of issues. From
selecting a business major to evaluating transferred transcripts, academic advisors are here to help students
with all of their degree related questions. All SBA advisors are available by appointment, which must be
scheduled in advance. Drop-in hours are available as well. Drop-in hours are held regularly throughout the
week and are designed to help answer routine or simple questions. For more information about SBA advising
and drop-in hours please visit the School of Business website at http://www.pdx.edu/sba/ and click on student
resources. The following is a brief summary of the type of issues with which academic advisors can offer
assistance: DARS reports / SBA admissions requirements / Major selection and requirements / Transcript
evaluation / Course overrides / Transfer credit petitions / Career planning / Portland State rules and policies
OIT HELP DESK
Students can find assistance with common FAQs on the Student D2L Help webpage. If students need help on
a topic that isn't listed on the Student D2L Help webpage, then they can contact the User Support Services
Helpdesk at (503)725-4357 or submit an E-Learning Support Request.

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COURSE POLICIES
Admittance to this course:
If you miss class sessions 1 and 2, you cannot take this course.

Academic Honesty: Students will uphold the honor code in all work associated to this course. All work must be
original and non-original work should be appropriately referenced. Copying material from the internet or any
other source without proper citation is considered plagiarism and cheating and will receive a failing grade.
For more information regarding PSU’s policies on behavior and academic honesty, please see:
http://www.pdx.edu/dos/psu-student-code-conduct

NETIQUETTE- Netiquette is the set of rules for how to behave professionally in online environments. (Virginia
Shea)
Even though you are looking at a computer screen, remember you are interacting with humans and need to be
respectful at all times. Avoid personalized conflict.

Be respectful of other participant’s time and bandwidth. Of course, we want lots of online engagement. Just be
aware that you should always be thoughtful with your posts and comments. People will be taking time to read
through them and you should see your online posts as “your brand”, a brand that is valuable to you and to
others.

Share your expertise. Be sure you share your experience and knowledge when it is relevant to the course
content. You bring a great deal of knowledge to the course. The learning community counts on student ideas
as part of the benefit of online coursework. Wherever possible support your ideas with course material.

Be forgiving of other people’s mistakes.

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