For all its strengths, though, AU also contains some weaknesses. One that has been on my mind lately is the lack of resources surrounding assessments. While instructions are presented for most assignments, few other preparatory tools and supports are available. Namely, there are no examples of past submissions or detailed rubrics. Of course, this may not apply to all classes. Perhaps you have taken a course with excellent resources for completing assessments. Even so, I ask that you humour me for a moment.

Directions for assignments, projects, and papers are useful, especially when thorough. However, some learners need more foundation. Half the battle in getting a good grade is understanding your tutor’s preferences. Comprehension manifests differently in each person and can be tricky to demonstrate. I’ve seen countless instructions that leave much to the imagination. In fact, I recently received a low grade for an assignment I poured my heart into because I was “wide of the mark,” according to my tutor. This frustrated me. How could I have predicted the right formula to follow based on a paragraph of vague instructions? Surely, I thought, I’m not the only one who has been in this situation.

So, how can we prevent such glaring discrepancies between tutor expectations and student submissions? For one, everybody likes examples. In previous educational programs, my professors would use past submissions to showcase both strong and weak interpretations of assignments. These helped define the parameters of the assessment and clarify their expectations. I was able to identify and replicate patterns in the strong submissions and avoid the pitfalls of the weaker ones, all while adding my own touch. This streamlined the workflow, ultimately improving my learning.

Another useful resource that instructors can provide is rubrics. In fact, I believe these should be mandatory addendums to any set of instructions. Progressive grading scales that clarify the expectations behind each mark take the guesswork out of evaluation. Rubrics offer guidance for students as they craft their submissions, ultimately reassuring them that they’re on the right track. I always feel better when I have an independent tool to measure my progress with, rather than my own harsh perception. Rubrics reduce self-doubt; what tutor wouldn’t want a confident submission?

It’s impossible to make every student interpret an assignment the same way. Yet it’s possible to narrow the scope and guide the process by providing resources beyond simple instructions, such as examples and rubrics. If implemented, I believe these small changes would improve the quality of student submissions at AU.

The long-standing Voice column is back! This week’s Course Exam shines a spotlight on GOVN 301: Governance, the Public Sector and Corporate Power.

Overview

GOVN 301/POLI 301 is a three-credit, senior-level course offered by the Faculty of Humanities and Social Sciences.  It has no prerequisites, though a previous course in political science, governance, or public administration would be advantageous.  The course consists of nine units and six assignments with no midterm or final exams.

Summary

GOVN 301 is essentially a brief history of governance in Canada.  It explores our nation’s various ideological and governmental shifts over the years, many of which were influenced by non-political actors.  Particularly highlighted are the relationships between the public, private, and voluntary sectors.  Other major topics include globalization and governance, the role of the mass media, capitalism versus socialism, and the transformation of citizens into customers.  If you want to learn more, check out the syllabus.

Content

As mentioned, the course is broken down into nine units, which can be viewed in the course syllabus.  There is considerable overlap between the units, with several concepts reappearing (e.g., neoliberalism, Keynesianism, capitalism, etc.).  Each unit consists of an overview, commentary, key concepts, study questions, and three to five assigned readings.

Evaluation

As for evaluation, the six assignments and their respective weights toward the final grade can be found in course syllabus.  For the most part, they are weighted according to their level of difficulty.  Each consecutive assignment builds on the previous content, with the final one being a review quiz.

I found that the average wait time for an assignment to be graded was 10 days.  Feedback was minimal, but the scoring seemed fair.

Materials and Costs

This course does not have an eText or physical package.  It relies entirely on open access resources.  As such, students are not charged the Course Materials Fee.

Students can use the Course Fee Calculator to determine the cost for any undergraduate course, including GOVN 301.  More information about tuition and fees can also be found on AU’s website under the ‘Applications and admissions’ tab.

The Course in a Broader Context

How does GOVN 301 fit into the larger AU mosaic?  Well, it is the introductory course for the Governance discipline and a requirement in the Bachelor of Professional Arts, Governance, Law, and Management Major (my current program).  It is also an option in the Bachelor of Arts, Political Science and Political Economy Majors, among others.

GOVN 301 is an excellent primer for later governance classes as it introduces prominent concepts and in the discipline.  Its multi-disciplinary nature incorporates elements of political science, public administration, and management sciences.  There are also hints of sociology, media studies, and economics.

Who Should Take This Course and Why?

GOVN 301 was a requirement for my program, so I had no choice in taking it.  However, even if it was optional, I probably would have jumped on the opportunity anyways.  The syllabus intrigued me, and the lack of exams was the cherry on top.

Why should other students take this course, though? AU has hundreds to choose from, so what makes this one stand out? I reached out to Dr.  Adriana Rincón Villegas, current tutor and one of the course revisors, for an opinion.  She reiterated the course’s multidisciplinary nature, emphasizing how it would appeal to a wide audience.  She also explained how GOVN 301 is suited for “those looking to understand how political and social structures have evolved in Canada, the role of media in shaping public discourse, and the growing demands for inclusion from marginalized groups”.  The course is all about tackling the big questions.  It encourages students to apply a critical lens to the major societal issues that surround us.  Unsurprisingly, there is a lot of reading and writing.  If these descriptions sound attractive to you, this course may be in your future.

How to Succeed

Of course, descriptions of the course content should not be taken at face value.  Students with certain aptitudes may find GOVN 301 easier than others.  Dr.  Rincón Villegas stresses that “success in this course requires strong analytical and critical thinking skills… students will need to engage deeply with historical and contemporary issues.”  A superficial understanding of the content won’t be enough; students will need to synthesize and apply course concepts in the assignments.  Lastly, they should be open to diverse perspectives that challenge the age-old systems and beliefs we are familiar with in Canada.

If that sounds overwhelming, don’t worry! I have a few additional recommendations that will ensure you can excel in the course.

First, I implore students to complete the assigned readings strategically.  Read through the instructions for upcoming assignments first, and then select appropriate readings accordingly.  As the adage says: work smart, not hard.

Additionally, I suggest breaking the content down into smaller, more digestible notes.  The concepts and theories tend to blur together in your mind, so annotating the course notes in plain language will make comprehension easier for you.

My Experience

To get an even better sense of the student perspective, I looked inward.

I found the assignment instructions straightforward and reasonable.  The work was not difficult, and I appreciated that the assignments could be tailored to my individual preferences.  Conversely, I thought the course notes were dense, theoretical, and often dry.  They were laden with academic jargon and difficult concepts.  This is to be expected for a senior-level course, but the information would have benefitted from being presented dynamic and engaging ways (e.g., charts, graphs, illustrations, videos, etc.).

Ultimately, I am glad I took GOVN 301 as my first course at AU.  Not only did it usher me into the world of governance, but it also introduced me to the unique system of self-directed online learning at AU.

Conclusion

That’s it.  I hope this Course Exam provided valuable information for current or potential students.  I want to thank Dr. Adriana Rincón Villegas for her insightful comments.

I may be biased, but I think governance is a fascinating discipline with lots of food for thought.  If this article piqued your interest, you should check GOVN 301 out.

After many years, our very popular Course Exam column finally returned in our September 27th edition.  There’s been a few installments so far, and I’m hoping there will be more, because this is always the kind of thing that I felt made the Voice Magazine a publication truly focussed on the needs of AU students, and as such should be included in any Best Of edition.

Overview

GOVN 444 is a three-credit, senior-level course offered by the Faculty of Humanities and Social Sciences.  It has no official prerequisites, though completion of CMNS 301 or another course in communication theory is recommended.  GOVN 444 consists of seven units and four assignments with no midterms or final exams.  It has a challenge for credit option.

Summary

GOVN 444 is an introduction to public relations (PR).  The course explores the foundations and practice of PR as well as the critical study of it.  Students are taught the true functions of PR practitioners, including efforts to foster client relationships, control the image of a company, and establish open communication channels with the public.  Of course, such work often has implications for citizens—especially marginalized ones.  The course addresses this reality and includes perspectives from other disciplines, including environmental studies, political science, and journalism.

Content

The course is broken down into seven units, each containing an introduction, various readings, and accompanying notes.  A digital reading room is provided to keep track of all the readings in one place.  There are no forums.

Evaluation

The breakdown of each assignment’s weight toward the final grade can be seen in the table below.  The first assignment is not scheduled until after the third unit, giving students time to acclimatize to the course and get their bearings.

While grading response time was often inconsistent, the feedback itself was thorough and helpful.  The grades seemed fair, and it was clear that the tutor had extensive knowledge and interest in the course content.

Materials and Costs

There is no required textbook.  As such, students are not charged the Course Materials Fee.  All readings and additional materials are supplied directly in the course.

For assignments, students should have access to Microsoft Office 2013 or newer.  Fortunately, AU provides the suite free of charge for current registrants.

The Course Fee Calculator can be used to determine the cost of any undergraduate course.  More information about tuition and fees can also be found on AU’s website under the Applications and admissions tab.

How Does the Course Fit Into AU at Large?

GOVN 444 is a cross-listed course not required for any program.  It is a relatively popular elective, especially for students who are familiar with or interested in the communications field.  It covers a discipline that many people are familiar with but have not been educated in—including myself.  According to the course author and current tutor, Dan VanKeeken, enrolment numbers steadily hold at 30 to 40 students registered at any given time.

Sidebar: A Brief History

Thanks to Mr. VanKeeken, I can share a short biography about this class’s origins and evolution.

Mr. VanKeeken created the original Media Relations course roughly 15 years ago.  Much of the content came from the capstone project of his Bachelor of Professional Arts Degree in Communications right here at AU!

Soon enough, he was invited to tutor GOVN 444.  After a few years, the course was updated to include more information about public relations in the digital era.  Later, it was restructured to become a more critical media studies course with an academic, rather than applied, approach.  Currently, the course is in its third iteration.  Mr. VanKeeken recognizes the need for another refresh and hopes to kickstart this process soon, depending on funding.  An area that needs particular development is the growing role of artificial intelligence (AI) in communications.

Who Should Take This Course and Why?

I was drawn to GOVN 444 because it stood out from other governance classes in its interdisciplinary focus on media and public relations.  I had minimal experience in this field, but I was interested in how mass communications affect governance systems in our country.  I appreciated the absence of a final exam and anticipated that this course would be a challenging but manageable fourth-year elective.

As for other students, Mr. VanKeeken some thoughts on who this course will pertain to.  Anyone interested in communications, whether that be journalism, marketing, advertising, or public relations, will come away from the class with valuable knowledge.  Alternatively, this course is an excellent one-off elective for non-communications majors with an interest in the inner workings of PR.  Lastly, Mr. VanKeeken recommends GOVN 444 “for anyone taking a business degree, because business thrives on good communications and on understanding the world of communications swirling around all of us.”

How Can Students be Successful in This Course?

As a fourth-year course, GOVN 444 requires concentration, advanced writing, and critical thinking.  All assignments are writing-based, so students will be asked to conduct research, synthesize information, answer questions, and analyze textual documents.

Mr. VanKeeken emphasizes the importance of reading and rereading instructions to ensure that all components of an assignment are included.  Many students needlessly lose out on marks because of simple oversights, he says.  Effort is needed to craft thoughtful, detailed responses; submissions cannot be “slapdash.” One way to ensure quality is to avoid relying on AI.  Lastly, to keep afloat, Mr. VanKeeken recommends that students pace themselves and submit assignments in the order that they appear in the course.  This way, students can avoid making the same mistakes twice or three times in a row.  Of course, anytime a learner needs assistance or clarification, they are encouraged to reach out to their tutor.

My Experience

As part of the guidelines for my Bachelor of Professional Arts in Governance, Law, and Management), I must complete a minimum of 18 GOVN credits.  I chose GOVN 444 because it fit this criterium and because I wanted to dive into unfamiliar waters.  While I had prior experience with digital technologies and workplace communications, I was totally unfamiliar with the theory and practice of PR.

Overall, I enjoyed GOVN 444.  Exploring a relatively new and under-researched discipline was exciting, if a bit confusing.  It was interesting to see how PR complements, and also differs from, similar professions.  The number of units and assignments felt manageable, though Assignments 2 and 4 seemed unnecessarily long; I enjoyed the question-and-answer format of Assignments 1 and 3 more.

I believe the course would have benefitted from more variety in its presentation and assessment.  For example, interactive resources such as illustrations, charts, videos, and infographics would have been more engaging and dynamic.  Something else I would have liked to see is a course glossary.  This was featured in GOVN 301, which I completed over the summer.  As for coursework, four writing-based assignments felt a bit homogenous.  A short quiz or creative project where students utilize mixed media would have spiced things up.

Ultimately, this was the third course I took at AU, and it was nice to return to the world of governance.

If you are looking for an upper-level course that tackles big questions about public relations and ethical communication, check out GOVN 444.

Many thanks to Dan VanKeeken for his comments.  I could not have completed this course exam without his help.

I’m back! This week’s Course Exam introduces readers to CMIS 311: Supporting End-User Computing.

Overview

CMIS 311 is a three-credit, senior-level course offered by the Faculty of Business.  It has no official prerequisites, though completion of CMIS 245 or previous experience with Microsoft Office is recommended. The course consists of three units and five assignments with no midterms or final exams.

Summary

CMIS 311 dives into the inner workings of information technology (IT) support. Who are the people behind the service desk, and how do they know what support a customer requires? This course answers those questions by identifying the crucial skills a helpdesk technician should possess. Moreover, it discusses the plethora of tools, technologies, and applications that analysts can access to solve problems. Lastly, it clarifies the larger organizational structure and functions of an IT career in the 21^st century.

Content

The course is broken down into three units comprised of two to four sections that directly correspond to chapters in the textbook. There are various forums for peer discussion, tutor updates, and assignment-related posts.

Evaluation

The final grade is determined by five assignments worth 20%. Three of these are scheduled after each unit, while the other two are larger projects designed to be compiled throughout the duration of the course.

Assignments are marked promptly and fairly by the course tutor. Feedback is provided for each component so students can understand what they did well and what needs improvement.

Materials and Costs

This course is based around A Guide to Customer Service Skills for the Service Desk Professional by Donna Knapp. As such, a Course Materials Fee is included within tuition. Students are encouraged to download the eText to VitalSource as soon as possible after the start date. Alternatively, a physical copy may be purchased.

Furthermore, students must have access to Microsoft Office 2013 or newer. Fortunately, AU provides the suite free of charge for current registrants who do not possess it already.

The Course Fee Calculator can be used to determine the cost of any undergraduate course. More information about tuition and fees can also be found on AU’s website under the Applications and admissions tab.

How Does the Course Fit Into AU at Large?

Unlike CMIS 245 and 351, 311 is not a required course for undergraduate programs in the Faculty of Business. Rather, it is a popular elective for students from any faculty. It is a great middle-ground option for people who are interested in computers and information systems but lack the highly technical proficiencies. It teaches many transferable skills, such as workplace communication, active listening, troubleshooting, and portfolio management.

Who Should Take This Course and Why?

I was drawn to CMIS 311 because of its positive reputation in online spaces (e.g., Reddit, AUSU Peer Course Reviews) and the pertinence of end-user support for any public-facing job with a digital component.

Of course, there are numerous other courses of a similar nature offered by AU—what makes CMIS 311 stand out amidst a sea of options? I got in contact with Terry Taylor, current tutor and course author, to gauge his thoughts. He emphasized that CMIS 311 is ideal for anybody who wants to expand their general knowledge of user support. The course does not delve into detailed support strategies but rather focuses on the service desk as a whole. It introduces learners to user support as a broad profession with many interpretations. Students will learn universal communication skills, customer service approaches, and stress management techniques, among other things. If you are naturally skilled in these areas and want to become a support worker in any capacity, CMIS 311 may be a good fit.

How Can Students be Successful in This Course?

Like with any AU course, CMIS 311 requires dedication, effort, and perseverance. In this course specifically, students should be comfortable with personal reflection, self-assessment, and collaboration through forums. They must inhabit the mind of a service desk technician in order to write out step-by-step procedures and interact with users politely and professionally.

Additionally, Terry Taylor stresses the need for prerequisite experience in digital literacy and basic computer science. There is a fair amount of writing involved, and it takes on many forms: journaling, interviewing, reporting, etc.

After completing the course myself, I have some wisdom to pass on to future students:

• For any assignments that require your peers to respond to your forum posts, I urge you to get ahead of these early on in the course. You never know how long it will take other students to reply to you.
• If you encounter ambiguity or dead ends in assignment instructions, check out the General Discussion and Course Updates forums—it is likely that other students experienced the same issues before you did.
• For the fifth and final assignment, the chapter summaries and key terms in the textbook will be your best friend. Trust me.

My Experience

While CMIS 311 is a popular course for students in the Faculty of Business, I enrolled as a curious mind from the Faculty of Humanities and Social Sciences. I have always been naturally skilled with computers and technical writing, so I decided to give it a try.

The course was laid out logically and easy to navigate. The chapters were heavy on common sense and a bit rudimentary, but I appreciated the format of them. The assignments had multiple moving parts, which deceived me at first, though the instructions were easy enough to follow. While I put in considerable effort, they did not take long, all things considered. The tutor was incredibly fast with marking while still managing to provide feedback. He was always easy to reach and seemed very knowledgeable about the field. I definitely got the sense that the course was a staple in the Faculty of Business—it seemed established and had a clear idea of what it wanted to teach students. Ultimately, this was the second course I completed at AU, and I believe it provided me with several skills that I will carry forward in my career.

Conclusion

The end!  If CMIS 311 is any indication, the Faculty of Business has lots to offer—even to non-Business students.

I want to thank Terrence Taylor for his input.

If you are looking for a straightforward course that can be completed in a reasonable timeframe, check out CMIS 311.

(Elegy)

A lifetime or two

Finding, taking, thinking, making

Little souvenirs of the brain

Fill the pool of recollection

A currency called time

Saving, spending, stealing, lending

In this haze of distraction

We search for meaning

A slow, sinister change

Fleeting, falling, losing, stalling

The pain of this process

Passed down to those who remain

A face so unfamiliar

Wishing, wanting, hoping, haunting

Faint echoes of a distant past

Like the mind’s own vanishing act

Reason and Ration

(Prose Poetry)

The boy resented the abstract. Modern art and millennial poetry felt like senseless noise. There was comfort in clarity, and symmetry tasted infinitely sweeter. He favoured the simplicity of straight lines, even numbers, and flat surfaces. Nothing was better than the perfect equation of a right angle.

He regarded spirituality with a particular disdain. Was faith anything more than a distraction? Mythology was just that—myths. Fantasies. He longed for others to embrace reality—fact over fiction, conviction over doubt. The texture of silk in his hands, the paralyzing brightness of the sun—these things were tangible. He had complete certainty in his perception. Why dwell on the immaterial? He subscribed to a singular truth, some universal oneness in experience. Conceptualizing a world beyond the current one seemed disrespectful to the gift of life.

His temperament defined him: impatience and the kind of ignorance only youth can possess. He retained the skills to create and imagine and feel but chose to employ them pragmatically. He was endlessly critical and dismissed emotions as unproductive. Dreams were mere tools of the unconscious waiting to be brought into actuality. There was little time to get lost in escapism. He believed in hard work, cause and effect, the power of intention. Practicality was not just preferable; it was paramount.

He clung to his beliefs. It was a miserable existence marked by loneliness.

Then—the arrival of adulthood. A chance encounter. A shift in perspective.

He fell foolishly, wildly, absurdly in love.

Lone Freeze

(Haiku)

The depth of winter

Solitude frozen in ice—

Crack, thaw, new presence

The long-standing Voice column is back! This week’s Course Exam shines a spotlight on GOVN 301: Governance, the Public Sector and Corporate Power.

Overview

GOVN 301/POLI 301 is a three-credit, senior-level course offered by the Faculty of Humanities and Social Sciences.  It has no prerequisites, though a previous course in political science, governance, or public administration would be advantageous.  The course consists of nine units and six assignments with no midterm or final exams.

Summary

GOVN 301 is essentially a brief history of governance in Canada.  It explores our nation’s various ideological and governmental shifts over the years, many of which were influenced by non-political actors.  Particularly highlighted are the relationships between the public, private, and voluntary sectors.  Other major topics include globalization and governance, the role of the mass media, capitalism versus socialism, and the transformation of citizens into customers.  If you want to learn more, check out the syllabus.

Content

As mentioned, the course is broken down into nine units, which can be viewed in the course syllabus.  There is considerable overlap between the units, with several concepts reappearing (e.g., neoliberalism, Keynesianism, capitalism, etc.).  Each unit consists of an overview, commentary, key concepts, study questions, and three to five assigned readings.

Evaluation

As for evaluation, the six assignments and their respective weights toward the final grade can be found in course syllabus.  For the most part, they are weighted according to their level of difficulty.  Each consecutive assignment builds on the previous content, with the final one being a review quiz.

I found that the average wait time for an assignment to be graded was 10 days.  Feedback was minimal, but the scoring seemed fair.

Materials and Costs

This course does not have an eText or physical package.  It relies entirely on open access resources.  As such, students are not charged the Course Materials Fee.

Students can use the Course Fee Calculator to determine the cost for any undergraduate course, including GOVN 301.  More information about tuition and fees can also be found on AU’s website under the ‘Applications and admissions’ tab.

The Course in a Broader Context

How does GOVN 301 fit into the larger AU mosaic?  Well, it is the introductory course for the Governance discipline and a requirement in the Bachelor of Professional Arts, Governance, Law, and Management Major (my current program).  It is also an option in the Bachelor of Arts, Political Science and Political Economy Majors, among others.

GOVN 301 is an excellent primer for later governance classes as it introduces prominent concepts and in the discipline.  Its multi-disciplinary nature incorporates elements of political science, public administration, and management sciences.  There are also hints of sociology, media studies, and economics.

Who Should Take This Course and Why?

GOVN 301 was a requirement for my program, so I had no choice in taking it.  However, even if it was optional, I probably would have jumped on the opportunity anyways.  The syllabus intrigued me, and the lack of exams was the cherry on top.

Why should other students take this course, though? AU has hundreds to choose from, so what makes this one stand out? I reached out to Dr.  Adriana Rincón Villegas, current tutor and one of the course revisors, for an opinion.  She reiterated the course’s multidisciplinary nature, emphasizing how it would appeal to a wide audience.  She also explained how GOVN 301 is suited for “those looking to understand how political and social structures have evolved in Canada, the role of media in shaping public discourse, and the growing demands for inclusion from marginalized groups”.  The course is all about tackling the big questions.  It encourages students to apply a critical lens to the major societal issues that surround us.  Unsurprisingly, there is a lot of reading and writing.  If these descriptions sound attractive to you, this course may be in your future.

How to Succeed

Of course, descriptions of the course content should not be taken at face value.  Students with certain aptitudes may find GOVN 301 easier than others.  Dr.  Rincón Villegas stresses that “success in this course requires strong analytical and critical thinking skills… students will need to engage deeply with historical and contemporary issues.”  A superficial understanding of the content won’t be enough; students will need to synthesize and apply course concepts in the assignments.  Lastly, they should be open to diverse perspectives that challenge the age-old systems and beliefs we are familiar with in Canada.

If that sounds overwhelming, don’t worry! I have a few additional recommendations that will ensure you can excel in the course.

First, I implore students to complete the assigned readings strategically.  Read through the instructions for upcoming assignments first, and then select appropriate readings accordingly.  As the adage says: work smart, not hard.

Additionally, I suggest breaking the content down into smaller, more digestible notes.  The concepts and theories tend to blur together in your mind, so annotating the course notes in plain language will make comprehension easier for you.

My Experience

To get an even better sense of the student perspective, I looked inward.

I found the assignment instructions straightforward and reasonable.  The work was not difficult, and I appreciated that the assignments could be tailored to my individual preferences.  Conversely, I thought the course notes were dense, theoretical, and often dry.  They were laden with academic jargon and difficult concepts.  This is to be expected for a senior-level course, but the information would have benefitted from being presented dynamic and engaging ways (e.g., charts, graphs, illustrations, videos, etc.).

Ultimately, I am glad I took GOVN 301 as my first course at AU.  Not only did it usher me into the world of governance, but it also introduced me to the unique system of self-directed online learning at AU.

Conclusion

That’s it.  I hope this Course Exam provided valuable information for current or potential students.  I want to thank Dr. Adriana Rincón Villegas for her insightful comments.

I may be biased, but I think governance is a fascinating discipline with lots of food for thought.  If this article piqued your interest, you should check GOVN 301 out.