Course Development 2.0 Search Form
First NameLast Name
HannahWirth
Tentative Course Name
xxx
Course Narrative

xxx

Final Project

Will your course include a final project?
Yes
Describe the final project

xxx

Does each module contribute to the final project?
No

You will have the opportunity to elaborate on how each module will contribute to the final project.

Modules

We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course.

We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one).

Create Module 1

Module 1 Title
x1
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 2

Module 2 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 3

Module 3 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 4

Module 4 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 5

Module 5 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 6

Module 6 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Tech Tools

Select the tech tools you will use
Microsoft Teams, FlipGrid, Mural

Materials

List any general materials you have in mind

Participation

Collaboration

Select the types of collaboration
Individual
First NameLast Name
JeffStone
Tentative Course Name
Intentional Reporting: How to Craft a Purposeful Story
Course Narrative

Final Project

Will your course include a final project?
Yes
Describe the final project

o Six groups of ~3-4 team members each will be assigned a set of data, reports, and related information to put together a presentation/pitch with a defined purpose (informative vs. persuasive)
o Half of the class will be given set/company #1, half will be given set/company #2
o Within each set, there will be 3 groups with each assigned a defined purpose for their presentation
 Informative – Overview & analysis of business performance
 Persuasive – Buy or invest
 Persuasive – Sell/do not buy, or divest
o The goal is to show the different tactics and methods of presenting the same data for different purposes
o Teams will present their analyses and pitches to the class with direct feedback from peers
o Compare and contrast the effectiveness of the presentations and how each is received by the audience

Does each module contribute to the final project?
Yes

You will have the opportunity to elaborate on how each module will contribute to the final project.

Modules

We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course.

We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one).

Create Module 1

Module 1 Title
Using Data to Inform the Audience
Situation
Basic, foundational knowledge for how data and metrics are used to present and inform the audience
Task
Data sets & identification of critical analytics, KPI’s; Putting together a cohesive analytics package; Crafting the story & real world examples; Presentations & class feedback
Action
Each class will be led off with either a pre-read example (sent out prior to class) or in-class case study/working session to discuss at the beginning of each class; The core material for that week will then be presented as a combination of lecture & overview along with group working sessions; Each team will have ~10 minutes to present their case studies and materials to the class with real-time instructor and class feedback; The goal is to get real-time practice with the aggregation and presentation of materials within the construct of that section’s material
Result
Basic knowledge for how information should be presented cohesively, using the most critical information to educate the audience within the construct of a specific business situation.
Reflection
Final Project Contribution

Create Module 2

Module 2 Title
Situation
Building upon the first module to show how data can be manipulated to entice the audience to make a specific decision, call to action, persuasion, etc.
Task
Data sets & identification of critical analytics, KPI’s; Putting together a cohesive analytics package; Crafting the story & real world examples; Presentations & class feedback
Action
Each class will be led off with either a pre-read example (sent out prior to class) or in-class case study/working session to discuss at the beginning of each class; The core material for that week will then be presented as a combination of lecture & overview along with group working sessions; Each team will have ~10 minutes to present their case studies and materials to the class with real-time instructor and class feedback; The goal is to get real-time practice with the aggregation and presentation of materials within the construct of that section’s material
Result
Ability to manipulate data depending on the action they are looking for from their audience; use the data to tell a specific story; construct a cohesive argument for “why” a specific decision is the correct decision
Reflection
Final Project Contribution

Create Module 3

Module 3 Title
Capstone Presentations
Situation
Six groups of ~3-4 team members each will be assigned a set of data, reports, and related information to put together a presentation/pitch with a defined purpose (informative vs. persuasive); Half of the class will be given set/company #1, half will be given set/company #2; Within each set, there will be 3 groups with each assigned a defined purpose for their presentation: Informative – Overview & analysis of business performance, Persuasive – Buy or invest, Persuasive – Sell/do not buy, or divest; The goal is to show the different tactics and methods of presenting the same data for different purposes; Teams will present their analyses and pitches to the class with direct feedback from peers; Compare and contrast the effectiveness of the presentations and how each is received by the audience
Task
In-class presentations with real-time feedback from students
Action
In-class working time with instructor feedback, combined with more in-depth examples of what “good” looks like for these types of reports and presentations.
Result
Visualize how the same data can be used and presented in different formats depending on who their audience is or the action desired from the audience.
Reflection
Final Project Contribution

Create Module 4

Module 4 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 5

Module 5 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 6

Module 6 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Tech Tools

Select the tech tools you will use

Materials

List any general materials you have in mind

Publicly available financial information; private, redacted presentations from actual start-ups and venture capital investment opportunities provided by the instructor; Microsoft Office

Participation

Collaboration

Select the types of collaboration
Teams
First NameLast Name
YanniKaralis
Tentative Course Name
Embedding Speed & Agility in the Technology Buying Process
Course Narrative

xxx

Final Project

Will your course include a final project?
Yes
Describe the final project

By the end of the course, every student will have to present a report with their suggestions, observations and challenges in implementing the Agile Sourcing Process within an organization

Does each module contribute to the final project?
Yes

You will have the opportunity to elaborate on how each module will contribute to the final project.

Modules

We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course.

We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one).

Create Module 1

Module 1 Title
Introduction to Technology Sourcing, Procurement & Vendor Management
Situation
We come into an organization to build and develop a technology sourcing capability. We need to be clear on the foundation we need to build, the roles, the responsibilities and identify our key stakeholders
Task
Understading the role of technology sourcing within an enterprise
Action
Create a RACI Chart
Result
Understand the role, where it fits in an enterprise and the obstacles they will face
Reflection
Final Project Contribution
Roles and Responsibilities for Technology Sourcing

Create Module 2

Module 2 Title
Situation
We want to implement a new process, how are we going to build rapport, support and drive the necessary changes?
Task
Communication Plan
Action
One Page Communication Plan
Result
Targeting key stakeholders who will support them and their change project on a continuous basis
Reflection
Final Project Contribution
Communication Plan

Create Module 3

Module 3 Title
Introduction to the Agile Sourcing Process- Step 1
Situation
We need to get together with our stakeholders to discuss project requirements for the SaaS solution we need to buy, how can we do that? what should we gather in terms of information?
Task
Gather outcomes based requirements
Action
Complete a Use Case Template with all the priorities the business has from an outcome perspective & Identify the vendor who can potentially meet the expectations
Result
Know what we are trying to achieve and which companies can potentially meet our expectations
Reflection
Final Project Contribution
Step 1 Of the Agile Process Completed

Create Module 4

Module 4 Title
Step 2- How to perform an Effective Due Diligence- The Value of Cybersecurity Assessment
Situation
We now have a vendor list with all kind of vendors. We need to take a risk approach to assess vendors and decide if we want them involved in the product evaluation
Task
Perform an Effective Due Diligence
Action
Complete the Cybersecurity Assessment & Financial Health Assessment of the Vendors
Result
Eliminate Vendors that don’t meet the organization’s risk appetite
Reflection
Final Project Contribution
Step 2 of the Agile Process Completed- Final Vendor List

Create Module 5

Module 5 Title
Step 3- Product Evaluation
Situation
It is now time for the vendors to present their solutions. We need to facilitate the evaluation process based on the use cases from Step 1
Task
Organize the Vendor Demos, Prepare the communication, manage the calendars and communicate the process of evaluation
Action
Connect with the vendors and set up the demos, create the evaluation spreadsheet, request client references to determine if onsite visits will take place as well
Result
Decide on the final vendor or vendors that will participate in the final negotiations
Reflection
Final Project Contribution
Step 3 Completed- Final cut of vendors that don’t meet expectations

Create Module 6

Module 6 Title
Step 4- Vendor Negotiations
Situation
We have decided on who we want to negotiate with. We have to build our negotiation strategy, who do we need to be involved? what information do we need? how do we eliminate risk?
Task
Single Page Negotiation strategy and priorities
Action
Complete the Negotiation Strategy Document
Result
Facilitate a contract negotiation
Reflection
Final Project Contribution
Process Completed and Contract Signed

Tech Tools

Select the tech tools you will use
Microsoft Teams

Materials

List any general materials you have in mind

White Board, flip chart, Print outs of the templates and documents

Participation

Collaboration

Select the types of collaboration
Teams
First NameLast Name
DavidBest
Tentative Course Name
Designing Immersive Executive Experiences
Course Narrative

The course concept is to explore and learn how business professionals design experiences for various audiences. Creating memorable and valuable experiences is a major strategic initiative for every company across every industry. Starting from the big picture goals and objectives of why companies do this, to the detailed goals for real life program scenarios and how companies execute and measure the success of an experience program are all important for future business professionals to learn and understand.

The goal for the course is to provide students the opportunity to learn the basics about corporate experiences and take a deeper dive to envision their own role in participating in these experiences in their future in the business world.

Final Project

Will your course include a final project?
Yes
Describe the final project

Group Project: Design an end-to-end experience/event Plan
– Students select an industry that interests them and select an experience type. Students can then develop the different components to the experience and create an experience plan and/or select a functional role on the experience team. This allows a “choose your own adventure” type of scenario and hopefully create a flexible but immersive experience tailored to the student’s specific interests. Each student in each group will present their plan at the end of the course.

Individual Project – Deeper dive – students take on an individual research project related to the subject matter in an area of interest to them. Dave to work with them 1-1 to point them to resources and/or introduce them to subject matter experts that they can explore.

Does each module contribute to the final project?
Yes

You will have the opportunity to elaborate on how each module will contribute to the final project.

Modules

We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course.

We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one).

Create Module 1

Module 1 Title
Intro + Overview to Executive Experience Design
Situation
Look at Executive Experience Design at a high level, types of audiences (C-Level, etc) , programs (Content vs. Hospitality; B2B vs. B2C), how they are segmented and differentiated.
Task
Research audience types, research companies, research functional roles in executing Executive Experience programs.
Action
Flipgrids, Polls, Class discussions
Result
Learnings the Who, What, Where, and Why
Reflection
Execute self discovery into what types of roles, companies and programs they would be interested in exploring
Final Project Contribution
Do the pre-work for group project assignments

Create Module 2

Module 2 Title
Situation
Students will be assigned to a group and a function and work to develop the different components to their group’s experience.
Task
Create and present an experience plan for their functional role on the experience team.
Action
Work with the group to determine the experience they will produce as a team.
Result
Hands on guided learnings about the subject matter along with best practices from their peers and from industry experts.
Reflection
Compare and contrast different approaches
Final Project Contribution
Individual function plan for overall experience team

Create Module 3

Module 3 Title
Experience Plan Evolution and Resilience
Situation
Team project curveball – Murphy’s Law crisis week – how can they pivot to overcome challenges to ensure success executing their experience.
Task
Updated experience plan for their functional role on the experience team.
Action
Work with the group to determine how to overcome the new challenges and execute their best possible experience as a team.
Result
Work together to troubleshoot and learn best practices in overcoming challenges that will present themselves.
Reflection
Reflect on situational awareness and critical thinking overcoming the curveball
Final Project Contribution
Updated experience function plans

Create Module 4

Module 4 Title
Final Group Presentations
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 5

Module 5 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Create Module 6

Module 6 Title
Situation
Task
Action
Result
Reflection
Final Project Contribution

Tech Tools

Select the tech tools you will use
Microsoft Teams, FlipGrid, Still researching

Materials

List any general materials you have in mind

LinkedIn, Still researching others. Collecting some articles

Participation

Collaboration

Select the types of collaboration
Individual, Teams
First NameLast Name
BethLaMontagne Hall
Tentative Course Name
Business Storytelling
Course Narrative

Descriptions: Successful businesses don’t just explain what their products and services do. They create a story to show why customers need them. This course will outline the fundamental elements of business storytelling and the important role it plays in branding, public relations, marketing, and securing financing. It will examine how word choice, images and even colors create a brand’s story, and how public speaking techniques can elevate a product pitch into a memorable story. Students will learn the basic building blocks of traditional storytelling and how these elements are used to create connections with customers. To put these concepts into practice, students will create a brand’s story and then tell it through social media posts, in an advertising campaign, and an oral presentation aimed at potential investors. Students will also write and share a personal business story based on their own experiences designed to tell in job interviews or when launching their own business.

Final Project

Will your course include a final project?
Yes
Describe the final project

Working in groups, students will write and verbally give a 5-10 minute business pitch to investors. Students will work together to create the script, with each student taking a different aspect of the pitch, rehearsing it, and giving it before the class. This pitch will include the business story, the problems the product solves and basic financial projections investors will want to hear.

Does each module contribute to the final project?
Yes

You will have the opportunity to elaborate on how each module will contribute to the final project.

Modules

We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course.

We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one).

Create Module 1

Module 1 Title
What is storytelling?
Situation
At their most basic, stories are told in 3 acts, beginning middle and end, with an introduction to a persona nd situation, a problem is introduced and then a solution. We talk about this as it relates to film, TV and how it translates into business messaging.
Task
Have students interview each other about the most influential moment that led them to want to go into business. Try to gather information that hits on the 3 parts of a story.
Action
Students create a story outline that summarizes the other student’s story in 3 acts.
Result
They are using a real-life experience and trying to analyze it in the form of a story. They are also prepping for the next assignment when they write the story.
Reflection
This is a chance to make sure they are on the right track – have students from different groups volunteer to share their outline for feedback.
Final Project Contribution
Gives students practice in hearing information, trying to analyze it in the form of a story and then create a compelling story from that information.

Create Module 2

Module 2 Title
Situation
This module will focus on the Hero’s Journey and how various story archetypes and plot lines are inherently relatable and create connections.
Task
Taking the outline from module 1, students will reinterview students and then use concepts from the Hero’s Journey to flesh out the story into a more compelling narrative.
Action
Students will take their outline and write a 1 page retelling of the student’s story.
Result
They will work on revisions, work on listening skills, and work on writing skills.
Reflection
Students will have a chance to provide feedback to the interviewer about accuracy. They will also get feedback on how well they hit the marks of the 3 acts and the Hero’s Journey.
Final Project Contribution
Building on storytelling concepts that will be key to planning and writing the final project.

Create Module 3

Module 3 Title
Storytelling for Business
Situation
Students will take what they learned about stories and talk about how this works in marketing and business messaging.
Task
Focus on identifying audience, pain points, challenges and questions
Action
Using a sample business, students will work in groups to identify the company’s target audience and their pain points/challenges.
Result
The focus will be on gathering information needed to craft the story that will address the business need.
Reflection
Once groups identify the audiences and pain points, we will share the information together and discuss.
Final Project Contribution
Identifying audience and pain point will be a key aspect of crafting the final project’s style and messages.

Create Module 4

Module 4 Title
Storytelling channels for business
Situation
You’ve got a story, and audience, and challenges to solve. Now where do you tell this story and how does it change depending on the channel
Task
Students will examine some good and bad storytelling for business and discuss what works and what doesn’t
Action
Working in groups, sudents will then create a sample social media campaign that tells a sample business story, also speaking to the right audience and addressing challenges.
Result
Students will have three social media posts with images and links that can tell the story in a way that’s appropriate for that channel.
Reflection
Groups will share the campaign in class and we can discuss what works and what doesn’t.
Final Project Contribution
Uses all the concepts learned thus far, while also getting students to think about how to distill larger business messages into attention-grabbing bites.

Create Module 5

Module 5 Title
Branding and language
Situation
This module will focus on subtle storytelling and design techniques that drive home messages and helps customers make connections – either explicitly or subconsciously.
Task
Students will learn about word usage, emphasizing action verbs, calls-to-action, copywriting techniques, how colors and design play into messaging, and review examples, both good and bad.
Action
Revisiting the social media posts for the sample business and working in groups, students will provide revised copy and branding feedback for the sample company.
Result
Presenting in groups, students will offer their revisions to the class.
Reflection
The goal is for them to see that it’s not just words and messages, but how they are presented and constructed — as well as the importance of succinct copy.
Final Project Contribution
With a timed presentation before them, students will use copywriting tips from this module to fine-tune their scripts.

Create Module 6

Module 6 Title
Storytelling before a live audience
Situation
This module will introduce the final project, script writing concepts and public speaking concepts
Task
Students, working in groups, will need to present a pitch for a sample business to investors. We will discuss the audience, the pain points they will need addressed and how these concepts can be presented in a 3 act style story or in a Hero’s Journey style story.
Action
Students will learn some tips on public speaking, how to write for a speech or presentation, and will watch some examples of successful public speakers/product presentations. Students will first outline the presentation and then practices within the group, dividing up the presentation between the students so each offers a portion of the material orally.
Result
Students will each have 1-2 minutes of speaking time to present their part of the story, but will also be awarded credit based on how well each individual part connected with the next.
Reflection
Students will have an opportunity to discuss how they think they did and how others did.
Final Project Contribution
It’s the final project

Tech Tools

Select the tech tools you will use

Materials

List any general materials you have in mind

I would like to have a whiteboard or some tech that allows the class to add ideas so we can all see them for discussion.
Also would like to discuss means for providing written assignments.

Participation

Collaboration

Select the types of collaboration
Pairs, Teams