BA 602 Management Information Systems

Hybrid Course
Instructor Information
Name: Dr. Ed Lindoo
Email: eclindoo@campbellsville.edu
Office Location: Online
Telephone: 303-964-6385 (since I’m hardly there, best to email me)
Alternative Contact Information: None
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform but starts with a residency in
Kentucky the first week. Class sessions will consist of discussions, assignments, and
exam. Discussions, assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.

Syllabus Course BA-602 Page 1 of 16

Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:

Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).

Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)

Internet Access: Some of the course materials and problems will be posted and completed on
the internet. It is therefore imperative that you have access to the internet in order to
successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class
regularly. To be counted present, a student in online courses must log-in to their course in the
LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor
in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number
of assignments have been missed (or any combination thereof), the instructor will issue the
grade of “WA.” This grade, representing administrative withdrawal, acts as the grade of “F” in
the GPA calculation.
Revolving Technical Issues
Contact the helpdesk if you have a technical problem accessing the course.
• Problems logging into Moodle – Contact the CU Distance Education Help Desk at (270)
789-5355.
• Other technical problems within Moodle – Contact the 24/7 Help Center at 800-985-9781
or 24/7 Help Center.
Course Policies
Citations and References

Unless otherwise noted, all written learning activities should include citations and references, as
appropriate, using APA format. Students are encouraged to utilize the APA Publication

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Manual, Sixth Edition for explicit guidance and direction. Failure to cite properly can
result in a failing grade. Students with questions or concerns about their writing – particularly
how to cite and reference appropriately – should contact the instructor or the writing center .
Submitted Work Naming Convention

Save and submit all your work as a ###instructor insert file type here## file. Make sure to save
your files using the convention LAST NAME, FIRST INITIAL, COURSE ABBREVIATION,
SEMESTER AND YEAR, AND ACTIVITY NAME OR NUMBER.
Example: Smith_L_BA_602_FA14_CaseStudy1
Time Management and Late Activities
Expect to spend approximately 5-8 hours per week for undergraduate courses and 12-15 hours
per week for graduate courses. You should spend approximately 3-4 hours online each week
(reading and responding to others) and 1-4 undergraduate hours or 8-11 graduate hours off-line
(reading and completing written learning activities). Make sure to give yourself enough time to
submit work that represents the best of your abilities and that has been completed without
collaboration with other students. Collaboration without instructor knowledge/permission is
considered academic dishonesty and can result in a failing grade for the course.
Deadlines are an unavoidable part of being a professional; this course is no exception. Avoid
any inclination to procrastinate. To encourage you to stay on schedule, due dates have been
established for each learning activity. The late submission policy is as follows:
A. Please review the course schedule for all reading assignments and due dates of
quizzes, assignments, discussions, etc.
B. All discussions must be completed each week.
C. Grading for Late Assignments
Students who submit work after the assigned due date can expect a reduction of
points in the following manner:
Starting on day one after the assignment was due, 20% deduction up to 7 days.
On day 8 through 14 there is a 50% reduction. After 14 days the assignment
receives a zero.

Please note, assignments due during the last week of the term cannot be accepted late.

2. All past due assignments must be submitted by the last Wednesday of the academic term.
Late assignments submitted after the last Wednesday of the academic term must receive a
grade of zero (0), i.e. no credit awarded.

3. Discussion boards, by definition, are not assignments that are easily made up. Because
students have early access to group discussions, late participation is not accepted.

D. There are no make-up work for all assignments (discussions, papers, quizzes,
team assignment, etc).
It is your responsibility to ensure your learning activities are uploaded into Moodle properly and
on time. After learning activity upload you can go back into the assignment area in Moodle to
ensure your learning activity has been uploaded. It is also your responsibility to allow enough
time so that if there is an issue with the upload or a technology glitch, you still have time to
upload your learning activity before the due date.

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 Grading System
The quality of a student’s academic work is indicated by letter grades on a quality point system
that determines the grade point average on the 4.0 scale. An explanation of the grades used,
the scale, and how grades are calculated follow.

Letter Grade Definition Quality Points per

Semester Hour

A Excellent 4

B Good 3

C Average 2

D Lowest Passing Grade. 1

This is not an acceptable
grade for this class. You
must have at least a C
grade to pass the class.

F Failure 0

I Incomplete 0

W Withdraw 0

WA Withdraw – Absence 0

Evaluation of Learning Activities

Timeline for Submission
Please note: course weeks are from Monday through Sunday. All required activities must be
submitted in the appropriate places on Moodle. Specific due date for each activity (discussions,
quizzes, exam, papers, cases, etc.) will be posted.
Discussions
Active participation is a must in this course. Each week one or more key discussion questions,
activities, debates, etc. will be posted. Generally, you will be required to respond to the main
discussion and then also make comments (a minimum of 3) on the responses of others in the
course. Please note that the quantity of responses is not as important as the quality of the
responses.
A running dialog about course topics will be maintained via the Moodle discussion forums. It is
expected that you will fully participate in the online discussions. This means posting your own
thoughts about the weekly topics and properly cited as appropriate, commenting on others’
ideas, and responding to questions about your own postings. Class participation points will be

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based more on quality than quantity. While it is relatively easy to post numerous, non-
substantive comments, it takes more thought and effort to post intelligent, meaningful comments
that move the discussion forward. For example, a meaningful post tends to:
• Provide concrete examples, perhaps from your own experience or cited from the
reading
• Identify consequences or implications
• Challenge something that has been posted – perhaps by playing devil’s advocate
in a professional way
• Pose a related question or issue
• Suggest a different perspective or interpretation
• Pull in related information from other sources with proper citation – books,
articles, websites, courses, etc.
Consider your time commitment to our online discussions to be critical to your success as a
learner, as well as to the success of the course. Because ongoing participation in discussion
forums is expected, points will be assigned to each activity. Participation scores will be based
on three primary criteria:
1. Frequency and timeliness of postings;
2. Content of your discussion forum postings (the thoughtfulness/reflection that
goes into your responses and the extent to which they address the topic for
the week, including the assigned readings); and
3. Adherence to online protocol.
Discussions (33%)
Each Week, topics for discussion will be found in the discussion area of the course. In-depth
discussion is an essential part of online learning and is also an important factor in your grade as
well.
A minimum of three (3) posts is required for each week. Each post is required to be a significant
post. Just agreeing or disagreeing with a student is not a post. Neither is asking a question.
• Significant posts are at least 250 words and require some information from the text,
academically reviewed papers, some significant commentary that requires knowledge of
the subject matter, a web link to an article or other source in order to be accepted
• Significant posts on all your responses to your classmates’ postings should be at least
150 words and require some information from the text, academically reviewed paper,
some significant commentary that requires knowledge of the subject matter, a web link
to an article or other source in order to be accepted.
• Provide appropriate APA in-text citations and references.
• You must participate in all discussion topics.
The instructor will determine if a post meets the criteria of a significant post.
Cutting and pasting an article is not a significant post and is considered plagiarism.

Syllabus Course # Page 5 of 16

The grading scale for discussion is as follows:
Original Discussion:
Your original post (direct response to the discussion topics/questions) is worth 20 points.

Participation (responding to your classmates’ postings):

2 significant posts (5 points each) = 10 pts

1 significant posts = 5 pts.

No significant posts = 0 pts.

Each Week stands on its own. Thus, you cannot make-up points from a previous week.
Please make every effort to participate in all discussions.
Discussions close on Sunday night of the week assigned and will not be graded after
that.

Reflection/Learning Outcome Assessment (1%)

At the end of the class, you will be required to write a critical evaluation on your learning
outcomes including a discussion of how you will apply the new concepts you learn in your
workplace.

Graded Assignments
Team Assignments (14%):
You will be assigned to groups when the course starts, along with a private group discussion
forum. You will have two team assignments. Each team assignment will be made available no
later than the beginning of the week in which the team assignment is due. Additional instructions
will be provided when team assignments become available. Part of your team assignment will
involve power point presentation. Each team member is required to participate.

Quizzes/Assessments
Quizzes/Assessment (32%):
Quizzes will be based on reading assignments (textbook). Quizzes will be completed on
Moodle. Each quiz is worth 100 points each. Additional instructions will be provided when quiz
becomes available.

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Grading

Assignment Points
Discussions (11 @ 30 points each) 330 points

Quizzes (4 @ 80 points each) 320 points

Team Assignments (2 @ 60 points each) 80 points

Reflection/Learning outcomes discussion 10 points

SAP Cloud Analytics (2 @ 50 points each) 80 points

Tableau Analytics (2 @ 90 points total) 90 points

Anylogisitx exercises week 13 & 14 90 points

Total 1000 Points

The following criteria will be used to determine the letter grade you receive.

A 90 – 100 B 80-89 C 70-79 D 60-69 F 59 or Less

Please note that you must earn at least C to receive a passing grade in this class.
TENTATIVE COURSE SCHEDULE/ASSIGNMENT DUE DATES

1. Discussion topics will be posted no later than the beginning of each Module.
2. Team assignments will be posted no later than the beginning of the Module in
which it is due. Additional instructions will be provided when assignment is made
available.
3. Quizzes will be made available no later than the beginning of the Module in which
the quiz is due. Additional instructions will be available when quiz is made
available.
4. The instructor reserves the right to make changes to the course schedule where
necessary.

Syllabus Course # Page 7 of 16

Course Schedule
The course will be structured into weekly modules. Weeks will run from 12:01 am Eastern
Standard Time (EST) Monday to 11:55 pm EST Sunday.

Required Residency: Date and address of your required residency is Moodle. Please review
and make appropriate arrangement to attend.

Week Learning Activities Due Dates

• Week 1 group
Week 1: 1. Read Chapter 1-Doing Business in Digital
power point is due
Times
will be presented
2. discussions (30 points done at residency) by group at
residency
• Week 2 group
Week 2 1. Read Chapter 2-Data Governance and IT
power point
Architecture Support Long-Term
Performance.
2. discussions (30 points done at residency) • Complete Team
3. Complete Team Assignment 1: Assignment 1:
i. Part 1 Outline (10 points) Part 1 Outline (10
ii. Part 2 Draft (20 points) points)
iii. Part 3 Final Draft (30 points) Part 2 Draft (20
is due in Week 5. points
4. Note: Week1 and Week 2 discussions are
done at Residency, as is parts 1 & 2 of the
group project.
Week 3 1. Read Chapter 3- Data Management, Big
Data, Analytics, and Records Management.
• Discussion

• See due dates of

Week 4 1. Read Chapter 4- Networks for Efficient
discussion in the
Operations and Sustainability.
discussion area
2. discussions (30 points Group PPT Net • Quiz 1 due no later
Neutrality) than the last day
3. Complete Quiz 1 (100 points). (Sunday) of week 4

Week 5 1. Read Chapter 5- Cybersecurity and Risk • See due dates of

Management. discussion in the
discussion area
2. discussions (30 World Climate reflection
• Submit Group
paper. Comment on one other student)
Assignment 1, Part

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 3 no later than the
3. Complete Group Assignment 1: Part 3 Final
last day (Sunday)
Draft (30 points).
of week 5

• See due dates of

Week 6 1. Read chapter 6- Attracting Buyers with
discussion in the
Search, Sematic, and Recommendation
discussion area
Technology.
•
2. discussions (30 points)

• See due dates of

Week 7 1. Read chapter 7- Social Networking,
discussion in the
Engagement, and Social Metrics.
discussion area
2. discussions (30 points Fish Banks
reflection paper)

3. SAP Analytics on Fish Banks

• See due dates of

Week 8 1. Read Chapter 8- Retail, E-commerce, and
discussion in the
Mobile Commerce Technologies.
discussion area
2. discussions (30 points) Quiz 2 due no later
3. Complete Quiz 2 (100 points). than Sunday) of
week 8

Week 9 1. Read Chapter 9- Effective and • See due dates of

Efficient Business Functions. discussion in the
2. discussions (30 points e-beer discussion area
reflection paper)
3. SAP Analytics on Supply chain

Week 10 1. Read Chapter 10- Strategic • See due dates of

Technology and Enterprise discussion in the
Systems. discussion area
2. Discussion/Tableau (Tableau 25
points, discussion 5 points)

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 • See due dates of
Week 11 1. Read Chapter 11- Data
discussion in the
Visualization and Geographic
discussion area
Discussion/Tableau (Tableau 25
points, discussion 5 points
Week 12 1. Read Chapter 12- Strategy and • See due dates of
Balanced Scorecard. discussion in the
2. discussions (30 points) discussion area
3. Complete Quiz 3 (100 points). • Quiz 3 due no later
than Sunday) of
week 12

• See due dates of

Week 13 1. Read Chapter 13-Project
discussion in the
Management and SDLC
discussion area
2. discussions (None)
3. Complete Anylogistix Assignment
(30 points).

• See due dates of

Week 14 1. Read Chapter 14-Ethical Roles and
discussion in the
Responsibilities of IT Innovation
discussion area
2. Complete Anylogistix 2nd
Assignment (60 points)
3. discussions (30 points)

• See due dates of

Week 15 1. Complete Group PowerPoint
discussion in the
Presentation (15 points)
discussion area
2. Discussion: Individual Comments on
Group PowerPoint Presentation (5
points)

• Additional
Week 16 1. Complete Quiz 4 (100 points).
instructions are on
2. Complete Reflection/Learning
Moodle
Outcomes Discussion (40 points)
• Quiz 4 due no later
than Sunday) of
week 16

University Policies
Student Behavioral Expectations
A student attends Campbellsville University voluntarily and is expected, for the sake of the
community, to conduct himself or herself with a high standard of personal behavior. While we
realize that it is impossible to create an academic community whose behavioral norms will be
acceptable to every person, we believe that it is important to identify the ways in which

Syllabus Course # Page 10 of 16

individual and community concerns can be harmoniously balanced. Personal and communal
values must be formed by specific behavioral expectations (rules and regulations).
Campbellsville University has defined the values, behavioral expectations, rights and
responsibilities that we feel will create an environment in which students can grow spiritually,
morally, and intellectually. Of course, a student whose conduct violates stated behavioral
expectations faces specific disciplinary sanctions. Behavioral expectations are clustered around
the following individual and community values: worth of the individual, self-discipline, academic
integrity, property and the environment, and respect for authority.
Student Conduct/Netiquette
All students are expected to know and to follow Campbellsville University policy and procedures
that govern the entire college student experience (from admission to graduation) as set forth in
admissions materials, the CU Bulletin-Catalog, the CU Student Handbook, and other
printed/published materials. This includes a unique form of behavior in online courses called
“netiquette.”
"Netiquette" stands for "Internet etiquette", and refers to the set of practices which help make
the Internet experience pleasant for everyone. Like other forms of etiquette, netiquette is
primarily concerned with matters of courtesy in communications. The following sections provide
more information.
General Netiquette for Email, Discussion Boards and Chat Rooms
• Check spelling, grammar, and punctuation before sending your words over the
Internet. Chatting and posting are more like speaking, but they are still academic
when done for a course. Abbreviated writing that might be appropriate when text
messaging might NOT be appropriate in an email. Also, avoid using all lower
case words. Clear writing is a form of common courtesy and good manners.
• Write so that the recipient will not attribute unintended nonverbal meanings into
the verbal message. Being online will not allow you to use non-verbal cues that
are common in face-to-face discussion (i.e. tone of voice, winks, facial
expressions). Sarcasm or jokes could be misunderstood. Use your common
sense and avoid saying things that MIGHT be offensive to others.
• Emoticons are sometimes acceptable, but if others do not know what they mean,
they become useless. Better to use straightforward language. In a formal setting,
text-message acronyms should not be used at all (i.e., LOL or AFAIK). And
remember, ALL CAPS is often perceived as SHOUTING!
• Think about email, chatting, and posting in the same way as making a verbal
comment in a classroom. Any words you post can be made public! When in
doubt, leave it out. Decorum is crucial in any online correspondence.
• If you attach documents or photos, be sure they follow the standards of
respectful classroom behavior.
• When sending attachments, be sure they can be opened by the recipient of the
email (e.g., Word, Excel, PowerPoint, PDF).
Specific Netiquette for Various Communication Tools

Email Netiquette for Academic Purposes

• Always use your CU email account for official or class-related business.
• Always provide the purpose of the email in the subject line.
• Use an appropriate salutation or greeting to begin an email. “Hey, Dude!” may be
an appropriate greeting for a friend, but it is not the type of respectful salutation

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 that you should use when emailing a professor. Professors and staff should be
addressed with appropriate title: Dr., Professor, Mr./Mrs./Ms., President, Vice
President, etc.
• Conclude your message with complete identification and contact information at
the bottom of the email.
• Be brief. Separate ideas into clear, concise paragraphs with spaces in between;
do not write one long paragraph containing diverse points and information.
• Do not address several issues in one email; limit emails to one, two, or three
related points on the topic in your subject line.
• Use distribution lists sparingly, preferring the Notice Board when there is a mass
email to the entire campus community.
• Double check the “To” line in your replies to make sure that the email goes to the
right party. Avoid “Replying to All” when you do not mean to.
• When appropriate, use the “Options” icon in Outlook to mark messages as
personal, private, or urgent or to request that the message has been received or
read.
• When you receive an email, reply within 48 hours, excluding weekends or
holidays. Set auto response in “Option” to “Out of Office” if away for an extended
time period.

Discussion Board and Forum Netiquette for Academic Purposes

• Pay attention to the discussion question posed by the instructor and answer the
question in your posting.
• Label your posting appropriately to fit your message; an automatic reply keeps
the instructor and class from looking down the list to find your message quickly.
For example, if you’re posting your speech topic for approval, could you find your
group members’ postings out of a list of 30 subject lines that say “Re: Speech
Topic”?
• Respond to other student postings; after all, this is a discussion that is occurring
in an on-line format. To engage in the discussion, read other postings and
respond to them directly.
• If other students reply to your posting, respond to their questions or comments.
As you would in a face-to-face conversation, acknowledge the person speaking
to you.
• If you don’t have anything substantial or constructive to say for your reply, please
do not reply. Responses like “that’s nice” do not keep the discussion going.
• For long responses, attach a document and type a message in the discussion
box indicating what is in the attachment.
Students who choose to violate these policies are subject to disciplinary action which could
include denial of access to courses, suspension, and expulsion.
Academic Integrity
Each person has the privilege and responsibility to develop one’s learning abilities, knowledge
base, and practical skills. We value behavior that leads a student to take credit for one’s own
academic accomplishments and to give credit to other’s contributions to one’s course work.
These values can be violated by academic dishonesty and fraud.
Academic honesty is essential to the maintenance of an environment where teaching and
learning take place. It is also the foundation upon which students build personal integrity and

Syllabus Course # Page 12 of 16

establish standards of personal behavior. Campbellsville University expects and encourages all
students to contribute to such an environment by observing the principles of academic honesty
outlined in the Bulletin Catalog and the Online Student Handbook.
Title IX
Campbellsville University and its faculty are committed to assuring a safe and productive
educational environment for all students. In order to meet this commitment and to comply with
Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the
University requires all responsible employees, which includes faculty members, to report
incidents of sexual misconduct shared by students to the University’s Title IX Coordinator.
Please contact the Title IX Coordinator, Terry VanMeter, at 270-789-5016 or
twvanmeter@campbellsvill.edu.

Terry VanMeter
1 University Drive
UPO Box 944
Administration Office 8A
Campbellsville, Kentucky 42718

Information regarding the reporting of sexual violence and the resources that are available to
victims of sexual violence is set forth at: www.campbellsville.edu/titleIX.
Americans with Disabilities Act
No qualified individual with a documented disability shall be excluded from participation in,
denied benefits of, or otherwise subjected to discrimination in any of Campbellsville University’s
programs, courses, services and/or activities in compliance with the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990. Requests for reasonable accommodations
in programs, courses, services and/or activities requires current (i.e. within three years)
documentation of the disability after acceptance to the University and before registration.
Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If a
student has a documented disability or condition of this nature, he or she may be eligible for
disability services. Documentation must be from a licensed professional and current in terms of
assessment (within the last 3 years). Please contact the Coordinator of Disability Services,
Teresa Elmore, at (270) 789-5192 tmelemore@campbellsville.edu or Ashley Abner at (270)
789-5450 alabner@campbellsville.edu to inquire about services.
Verification of Disability
The Coordinator of Disability Services will ask for documentation to verify the disability, and if
appropriate, will cooperate with instructors and Academic Support services to facilitate and track
accommodations and services.
No accommodation will be provided without documentation. In addition, Campbellsville
University will be unable to provide accommodations in the classroom if the student does not
give permission to notify faculty that accommodations are needed. Information regarding a
student’s disability is considered confidential. Information will not be released to anyone without
the express written permission of the student.
Reasonable Accommodations:
• Accommodations are provided on an individual basis.

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 • Accommodations are provided to support the educational development of
students with disabilities.
• In addition to the academic support services available to all Campbellsville
University students, some examples of reasonable accommodations include
extended time for tests, administration of oral test, note-taking assistance,
and use of assistive devices such as calculators or computers.
Disability Services
Within the office of Career Services, accommodations are provided for students with disabilities.
Helping remove barriers is the goal of Disability Services. Students who have a documented
physical, psychological, emotional, and/or learning disability can work with Career Services to
receive necessary accommodations. Students who want to inquire about required
documentation and possible accommodations may contact the office of Career Services by
calling (270) 785-5192 or emailing Teresa Elmore tmelmore@campbellsville.edu or Ashley
Abner at alabner@campbellsville.edu.
Official Email
The @campbellsville.edu extension will be considered the official e-mail address for writing and
forwarding electronic correspondence.
Academic Appeal and Complaint Process
A student may appeal the fairness of any academic action or register a complaint, including a
course grade, to the Academic Council following consultation with his/her advisor, the professor,
and the appropriate department chair and/or the dean. Such an appeal must be submitted in
writing to the vice president for academic affairs by end of the regular semester after the
semester in which the action was taken. The Academic Council will then determine whether a
hearing is necessary. The decision of the Academic Council is final. Student complaints other
than appeals for course grades should be submitted in writing to the vice president for academic
affairs. When the complaint is against the vice president for academic affairs, it should be
submitted in writing to the president of the University.
Other Important Matters/Textbook and Technology Issues
It is the responsibility of students to be prepared for class which means they should have all
required course materials and texts at the start of class as well as reliable access to required
technology tools and the internet for the duration of the course.
In extreme situations, where there is delay in the shipping or procurement of materials, faculty
will make reasonable accommodations during the first week of class only. Please make every
effort to have all the required materials no later than week 2.
Similarly, I will not accept individual technology issues or internet access as a reason for late
work. Be sure to have a back-up plan in case of unexpected glitches, viruses or inaccessibility.
Libraries, business centers, friends and family are frequently used alternatives. Additionally,
work must be submitted on time and as directed in the course instructions using Microsoft Office
software version 2000 or higher. Work submitted in other formats will not be accepted unless
specifically directed to do so by your professor.
The instructor reserves the right to make changes to class materials and/or syllabus
when necessary.

Syllabus Course # Page 14 of 16

Syllabus Course # Page 15 of 16
 Campbellsville University
MISSION STATEMENT
Campbellsville University is a comprehensive, Christian institution that offers pre-professional,
undergraduate and graduate programs. The University is dedicated to academic excellence
solidly grounded in the liberal arts that fosters personal growth, integrity and professional
preparation within a caring environment. The University prepares students as Christian servant
leaders for life-long learning, continued scholarship, and active participation in a diverse, global
society.
CORE VALUES
• To foster academic excellence through pre-professional certificates, associates,
baccalaureate, masters, and doctoral programs through traditional, technical and
online systems
• To provide an environment conducive for student success
• To uphold the dignity of all persons and value diverse perspectives within a
Christ-centered community
• To model servant leadership through effective stewardship of resources
MISSION STATEMENT OF THE CENTER FOR DISTANCE EDUCATION AT
CAMPBELLSVILLE UNIVERSITY
Campbellsville University, in support of its mission, strives to meet the needs of all students
including those who may be unable to participate in the traditional university environment.
Greater flexibility in scheduling provided by distance education courses allows CU to draw from
a pool of students from all areas of society. These courses provide students with the education
and tools that they need to reach their goals, whether these goals are professional or personal.
Distance education provides an understanding level of education to everyone by removing the
traditional barriers of time and place.

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