NYU Stern School of Business

Undergraduate College

MGMT-UB.0001.007 (C50.0001): MGMT & ORGANIZ ANALYSIS

Fall 2012

Instructor Details

Greenberg, Jason




Tisch 706


Course Meetings

TR, 11:00am to 12:15pm

KMC 5-140

Final Exam:

Schedule exceptions
    Class will not meet on:
    Class will meet on:


Course Description and Learning Goals

Why do some organizations succeed while others flounder? As students of business it is critically important for you to have an understanding of the key factors that contribute to organizational success, and the role that managers play in helping their organizations succeed. The better you understand these factors,
the more effective you will be in your future careers.

The primary objective of this course is to help students understand the elements that contribute to organizational success, as well as some of the common impediments to high performance. We will focus on how organizations position themselves for success within their external environment, and how they organize and motivate their people. More specifically, the course will explore how organizational leaders develop winning strategies, and then design their organizations in ways that align structures, social relationships, tasks, human resource practices, and people to achieve those strategies. In exploring these issues we will identify the challenges that organizational leaders and managers face as they try to make good decisions in the face of a constantly evolving industry environment, competing goals and agendas, and an increasingly diverse and global workforce.

A second objective of the course is to strengthen students‘ managerial and leadership potential by equipping them with an understanding of how complex organizations operate and how effective managers operate. Regardless of your major or your future career plans, such an understanding will enable you to work more effectively within an organizational context, whether that context is a small start-up company, a family business, a large financial institution, or a not-for-profit institution. In other words, the course will provide you with tools and skills that you can use to increase your own personal career success.

The structure of the course encourages learning in multiple ways: through in-class discussions, exercises, case analyses, and team projects. These approaches provide opportunities for students to enhance their analytic and interpersonal skills, both of which are essential to effective management and to success in the workplace.


The Organizational Research Requirement is worth 2% of your grade (see Class Participation section). Sound management practice is informed by academic research, where studies are conducted to examine basic psychological processes that play out in the workplace. In class we will discuss the research process in management and organizational science. You can obtain credit for the Organizational Research Assignment through either of the following two options (you choose Option 1 or Option 2 – you will not get credit for doing both), and it is designed to enrich your understanding of the value of research to the formulation of sound management practice.
Option 1: Subject Pool Lab Participation. The first option is participation in the Management Department Subject Pool. This gives you an opportunity to be part of management research in action and later evaluate it with the advantage of firsthand experience. With this option, you will be a participant in a 1-hour session of research experiment(s) currently being conducted by Management Department faculty. (Note that while the people running the studies are usually Ph.D. students or other research assistants, they are conducting the research for or with members of the Management Department faculty, who supervise them closely.) When you show up for a study, someone at the lab will seat you and record your attendance in the sign-up system so that you receive credit for this assignment, but note that your responses in the experiment cannot be connected to your identity in any way. Once these studies are finished, you will receive written debriefings.
Participation in the Subject Pool is easy and should be enjoyable for most students. It only requires signing up for a session, showing up at the Stern Behavioral Lab (Tisch LC-26), and following instructions. However, while the experiments are usually fun, you should take them seriously and provide honest and careful responses to all questions you are comfortable answering. Sign-ups will occur on-line several days before the scheduled experiments – which will run April 4 – 8. Please note that the web-based sign-up sheets do not reveal the identity of yourself or anyone else who will be participating in the experiment. I will announce when sign-ups become available for the experiment.
At the beginning the experimental session, you will be informed of what the study is about, what your rights are as a participant in the study, and any risks or benefits of participation in the experiment. You will be asked to read and sign a consent form, stating that you agree to participate in the experiment. You will be given one copy of the consent form to keep. If you prefer not to participate in the experiment or it you withdraw from the study once you begin, you may complete the research proposal assignment described below (―Option 2‖) and will receive the same credit as if you had completed the experiment.
Please see me if you are under 18 and would like to participate in the lab research (―Option 1‖) for your class requirement. It is a Federal law and University requirement that you provide a signed consent form from your parent or legal guardian before you can be a research participant. I will provide you with a copy of the parental consent form for each experiment, which must be read and signed by your parent or legal guardian. The form must then be returned to me prior to your participating in the experiment. (Note that you do not need parental consent if you this Research Proposal ―Option 2‖ assignment described below.)

Option 2: Research Proposal Report. The other option is to write a research proposal. The assignment involves writing a report on a research proposal and will give you additional experience with organizational research and its application to management practice. The assignment is due the last day of the semester, May 9 by 6PM in my mailbox. No exceptions will be made, so please plan ahead.
To complete this assignment, refer to the article ―Theory and research: Tools for learning about behavior in organizations‖ on Blackboard. Based on the material covered in class and that reading, this assignment involves developing a research question and designing a study (either an experiment or a survey) to test that research question. Your research question should draw on class material, current events, or personal experience, and any topic that is relevant to MOA is fine. Your question should also define the focus of the study you design and the report you write. Prepare a two-page report (double-spaced) that clearly describes your research question and the proposed study you would design in order to test your hypothesis, addressing the following questions:
1. What is your proposed question / hypothesis?
2. Why is it interesting and important for management practice?
3. How will you test your question (including the sample, research approach and design, data
collection and measurement)?
4. What are the strengths/weaknesses of this method for answering your question/ testing your hypothesis?
Note that you do not need to actually collect any data – just write up a description for a study that answers the four questions above.

[Put title of paper/memo here]
The undersigned hereby attest(s) and certify(ies) that we (I) adhered to all the provisions of the Stern Undergraduate Code of Conduct in the preparation of this paper. In particular, we (I) herby attest that: this work is our (my) own; we (I) have fully and appropriately referenced any work and efforts of others on which we (I) relied; we (I) did not engage in any method or means that provided us (me) with an unfair advantage; and in those ways and all others we (I) adhered to the NYU Stern Code of Conduct in its completion.
[Sign on line and print name below it]
[Sign on line and print name below it]
[Sign on line and print name below it]
[Sign on line and print name below it]
Submitted to: Jason Greenberg, PhD
In Partial Fulfillment of the Course Requirements
Management and Organizations
Stern School of Business, NYU
Spring 2012


Course Outline

Date Topic Reading, deliverable, and/or activity

Jan. 22 Send me a headshot picture of yourself

Jan. 24 Complete pre-class survey (surveymonkey)
Jan. 24 Course introduction and overview
R: ―Learning by the Case Method‖ (BB)

Jan. 26 Framework for understanding organizations
R: Mount Everest (CP)

Jan. 31 Organizational Strategy: Competitive Analysis & Internal Resources
R: ―What is Strategy?‖ (BB)
R: ―How Competitive Forces Shape Strategy‖ (BB)

Feb. 2 Organizational Strategy: Competitive Analysis & Internal Resources
R: Netflix (CP)
A: Team selection

Feb. 7 Organizational Strategy: Competitive Analysis & Internal Resources
R: ―Looking Inside for Competitive Advantage‖ (BB)
R: Southwest Airlines (CP)

Feb. 9 Aligning Organizational Structure
R: ―Do you Have a Well Designed Organization‖ (BB)
R: ―Evolution and Revolution as Organizations Grow‖ (BB)

Feb. 14 Aligning Organizational Structure
R: Appex Co. (CP)

Feb. 16 Using Organizational Culture to Achieve Competitive Advantage
R: ―Corporations, Culture, Commitment‖ (BB)
A: Cultural Artifact Diagnosis ex.

Feb. 21 Using Organizational Culture to Achieve Competitive Advantage
R: Disney Case (CP)

Feb. 23 Leading Organizations through Change
R: ―Inspiring Others: The Language of Leadership‖ (BB)

Feb. 28 Leading Organizations through Change
R: Deloitte & Touche (CP)

Mar.1 Guest speaker: McKinsey & Co.
A: Guest speaker

Mar. 6 Leveraging Groups and Teams
R: ―Basic Attributes of Group‖ (BB)

Mar. 8 Midterm exam

Mar. 12 – 18
***Spring Break!!!***
Have fun!

Mar. 20 Leveraging Groups and Teams
R: The Team that Wasn‘t (BB)

Mar. 22 Case competition

Mar. 27 Managerial Judgment & Decision Making
R: ―Delusions of Success‖ (BB)
R: ―Cognitive Biases and Heuristics‖ (BB)
R: All Star Sports Catalog (CP)

Mar. 29 Power, Influence & Networks
R: ―Power Dynamics in Organizations‖ (BB)

Apr. 3 Power, Influence & Networks
R: ―How to Build Your Network‖ (BB)

Apr. 4 – Apr.8 Organizational research assignment
A: Participate in organizational research assignment

Apr. 5 Case competition

Apr. 10 Managing Human Capital: Selection, Assessment, Development
R: ―The Talent Myth,‖ (BB)
R: ―The War for Talent (BB)

Apr. 12 Motivation and Incentives
R: ―Motivation: The Not-So-Secret Ingredient‖ (BB)
R: ―On the Folly of Rewarding A While Hoping for B‖ (BB)

Apr. 17 Motivation and Incentives
R: ―Do Financial Incentives Drive Company Performance? (BB)

Apr. 19 Guest speaker: Deutsche Bank Asset Management
A: Guest speaker

Apr. 24 Team project presentations
Team presentations

Apr. 26 Team project presentations
Team presentations

May 1
Team project presentations
Team presentations + food!

May 2 Project evaluations + final survey due

May 5 Final paper due

May 9 – May 15 Final exam

(1) HBS cases are in the coursepack. The other readings are available via Blackboard.
(2) Written assignments are due by or before 6 PM (EST) on the dates listed above.


Required Course Materials

Course Blackboard (BB) site: http://sternclasses.nyu.edu
Coursepack can be purchased from HBS publishing: http://cb.hbsp.harvard.edu/cb/access/11449938

Slides, announcements, and some course materials will be posted on Blackboard. You are expected to check the site
regularly for announcements and to upload deliverables.

Required readings can be found in (1) the course reading packet (―CP‖) available at the NYU Bookstore and (2) on the course Blackboard site (―BB‖). The course schedule (below) indicates where each reading is located and when it should be read.


Assessment Components


Individual Work (65%)                                                                                                       Team Work (35%)
Midterm exam 15% (March 8)                                                                                          Final Project 15% (May 5)
Final exam 20% (May 5/9, TBD)                                                                                      Final Presentation 10% (April 24 – May 1)
Individual case/essay 10% (March 29)                                                                          Case analyses** 10% (March 29 – April 10)
Participation* 20%                                                                                                                                         ** plus bonus points for winning team(s)
                       *includes responses to surveys and org. research assignment (2%)

Midterm (15%) and Final Exam (20%)
This course has both a midterm and a final exam. The midterm will be held in class on March , and the final exam will be held during the exam period. Both exams will consist of multiple choice, and short-answer questions. Make-ups for the exams will not be arranged unless you have written documentation of an emergency that prevented you from being present during the scheduled test time.

Individual Case/Essay (10%)
Individual Essay (10%) – For this assignment, you are to select one of the topics discussed in class (for a list of topics, see the Course Schedule on p. 9) and review and discuss current scholarly research on the topic. You should include at least three academic sources. The paper should be 2-3 double-spaced pages of text in 12 point font, Times New Roman, with 1 inch margins. This assignment is due in class on March 29th. However, you may submit a draft two weeks in advance and I will give some feedback with suggestions on how to improve your essay. Although this assignment might seem like a lot of work, it will potentially help you in completing the Group Project. Feel free to run your idea by me first—creative ideas are always welcome but in case you are stuck, here are some potential ideas for this assignment:

Class Participation (20%)
Participation is a critical part of the course and essential to your own individual learning experience. Class participation will be evaluated based on demonstrated preparation, involvement in class discussion, completion of any short homework or memos, and attendance. While there is no regular homework for this class, you are expected to complete all of the readings and come to class prepared with insights and questions for the in-class discussion. With regard to participation, quality (the thoughtfulness and timeliness of your comments) counts more than quantity (how frequently you talk). Your goal should be to contribute in a meaningful way to each class discussion, not simply talk for the sake of talking.
Peer-to-peer evaluation. Students will play an integral role in evaluating each other‘s contribution to class discussion and final projects (see below). Drawing on the collective wisdom of all members of the course also helps ensure that each project, and each student‗s contribution to class discussion, is assessed by many sets of ―eyes and ears‖ and interpretive points of view. As a consequence of this structure students enrolled in this course can expect to receive substantial feedback concerning their ideas from a variety of sources. The same applies with respect to each student‗s contribution to class discussion. (15/20 class participation points will be based on the professor‘s assessment with the remainder based on those of the students. The sample split applies the evaluation of final group presentations.) Note that all evaluations will be done via an online system that ensures that responses will be anonymous and confidential.
Quality in-class comments: (1) go beyond the facts of a particular reading or case and offer unique insights; (2) provide links between the topic under discussion and other cases, the reading, or outside situations; and/or (3) extend, build upon, or constructively critique others‘ contributions.
Punctual attendance is expected. If you miss class for reasons other than illness, family emergency, or religious observance, it is highly unlikely that you will qualify for a final grade in the A range.
As part of your class preparation, you may sometimes be asked to fill out a 3-5 minute ―memo‖ with a few short questions related to the topic or readings day. Your answers on these memos will be read and evaluated, but not graded. The memos are meant to allow you to reflect on content and spur thoughtful discussion in class, as well as to establish a direct line of communication between us so that I can identify topics that need further clarification or coverage in class.
Finally, you can obtain credit by engaging in the Organizational Research Assignment (2%) by choosing one of two options designed to enrich your understanding of the value of research to the formulation of sound management practice (as well as to the reputation of Stern). Detailed information on the assignment is provided below.

Working in teams is an important part of this course. Although some class time may be devoted to working on team assignments, much teamwork will be completed outside of class. Students with serious time constraints are advised to register for this course in a semester when their schedule is more conducive to team meetings.
Students will self-select into four or five person teams by or before February 2nd based on their interest in studying similar organizations and scheduling constraints. Students may change teams for two weeks thereafter but changing teams requires written permission of each member of the new team they are entering.

Final Project (15%) and Presentation (10%)
Student teams are required to complete a final team research project. This project entails analyzing various aspects of an organization of each team‘s choice. The goal is to apply course concepts, frameworks, and models to understand the organization in depth. The deliverables include: a 1-page draft executive summary of your report describing the organization your team has selected and the main course concepts you will be analyzing (due by or before ); a 15-minute presentation during the last week of the course; and a final report (due by or before May 3rd 6 PM EST). Attendance is mandatory for all students during all group presentations (attending on those days is factored into your participation grade). Additional information on the project will be distributed. This assignment is designed to:

Assignment to teams. Students will self-select into groups of 5-6, or will be randomly assigned to groups of similar size, in class on February 2nd. The teams will meet to exchange contact and scheduling information, plan meeting times and begin discussing the team project. Group members will jointly conduct the group project.
Presentation and paper. Each group will make a 10-15 minute presentation to the class on April 24th, April 26th, or May 1st. Groups will also co-author a 12-15 page paper due on May 5th by or before 6PM EST. The group presentation will account for 10% of your group project grade and the paper will account for 90% of your group project grade. All members of the group will receive the same grade for the group project with rare exceptions made in cases of free-riding.
Site/nature of study. Your team is to study a real organization making use of the concepts described in the course. You should hone in on one of the eleven topics discussed (for a list, see the Course Schedule on p. 9), and select one that interests your group and is relevant to the organization you are studying. Your study should be analytical and issue oriented, not merely descriptive. You should adopt the clinical pose of a management consultant, endeavoring to understand the organization, to identify its strengths and weaknesses and ultimately to propose actions that solve problems and improve performance.
Work-plan for project. The group project is time consuming and a major portion of the course and what you will get out of it. You should therefore begin thinking about possible organizations to study now and begin working on your project as soon as your group is assigned. Specifically, you should do the following:
1) Select an organization to study. It can be a for-profit organization of any size that consists of employees, volunteers, students, or hobbyists. An important criterion to consider in choosing your organization is accessibility—you need to have some way to collect information about the organization.
2) Select a particular issue of the eleven issues discussed in class (for a list, see the Course Schedule on p. 9). If you think you might be interested in a topic covered later in the semester, read ahead to check it out.
3) Gather relevant information. Familiarize yourself with the organization. If you know someone who works at the organization, you may want to ask him or her for relevant materials (e.g. organization charts, demographic information, annual reports, statements of corporate goals). Web and library sources of information may also be useful. It might be important to interview or survey other members of the organization who are representative of the employees who are part of, or affected by, the organizational issue you are studying. Use what you have learned or read from the course to guide what information is “relevant” and what questions to ask given your topic of interest.
4) Analyze your problem or issue. Given the information you have gathered about the organization and your interview and/or survey analysis, try to draw some conclusions about the issue you are studying. Draw on the management and organizational literature relevant to your topic to help you analyze it. Your analysis should be clear, logical and based on what you’ve learned from the class.
5) Generate suggested solutions. Given your analysis of the problem, generate key steps the organization can take to improve any problems and build on any strengths. Your suggestions should involve things the organization could actually do given its constraints. It might be helpful to first lay out all possible solutions, including the ideal ones in a world without constraints, and then select from those, attempting to approximate ideal ones. Your suggestions should be based whenever possible on general and guiding principles learned in this course.
6) The paper should be 12-15 typed pages (double-spaced and numbered; 12 point font, Times New Roman, with 1 inch margins). Below are the main sections that should be covered in the paper. The number of pages suggested is to give you a general idea of the proportion of space that should be allocated to each section.
Outline of paper (average number of pages that should be devoted to each section in parentheses)
1) Title page (p. 1)
i. Title of paper, class, professor, date, authors, NYU Honor Code (see example below)
2) Introduction (pp. 1-2)
i. Describe the organization you studied: its purpose, location, age, size, industry, structure, etc.
ii. Issue/Problem (pp. 1-2)
iii. Organizational issue you studied: brief history within the organization, why it is relevant to the organization.
3) Research methods (pp. 1-2)
i. Methods you used to study your organization, whether you used interviews and/or
surveys (include who you interviewed or surveyed, how many, and the questions you asked), web or library information, organizational charts, etc.
4) Results/analysis (pp. 4-5)
i. Aggregate responses to surveys, interview themes and quotes, and conclusions about the issue.
5) Proposed solution(s) (pp. 3-4)
i. What should be done? What can be done better? Who will gain from the plan you suggest? Who will lose from the plan? What are the potential benefits of the plan you propose? Why will it solve the problem or address the issue? What course materials provide evidence that your plan will work? What led to these solutions? What constraints did you have to take into account? In this section it will be particularly important to draw specifically and extensively on the course material.
6) Potential risk and limitations to study methodology and proposed solution (pp.1-2)
i. Possible limitations of the study and solutions: What additional information would
be nice to have? What other method(s) would you use if you could? How might your information bias your conclusions and recommendations? What constraints might you encounter in implementing the changes? Who might resist your suggestions and why? What alternatives would your propose to address these constraints?
7) References
i. List of books, chapters and/or articles cited in the text.
1. When drawing on research be sure to cite it in the text by listing the authors’ last names and the date of publication (e.g., Greenberg 2011)
2. Ensure that all the research sources you cite in the text are referenced in the last section of the paper. Use the following format:
a. Smith, John. 2011. “HR Systems.” Strategic Management Journal 12: 1-22.
i. Note that the title of the article is in parentheses followed by the journal title in italics, the volume number and page numbers (after the colon)
8) Appendices
i. Data tables
ii. Graphs
iii. Charts
iv. Figures
v. Interview questions and answer excerpts

Team Case Analysis & Competition (10%)
Each team is also required to submit a written case analyses (analysis + recommendations). For each case there are analysis questions that will be posted to blackboard. These questions can guide your thinking and serve to frame your critical review of case issues. The case write-ups must not exceed 3 pages (double-spaced, with normal 1” margins). Appendices, tables and/or figures do not count toward the 3-page limit. Write-ups are due in class on the day of presentation. No late assignments will be accepted.
In addition to the written analysis, teams will also make short case presentations, and will compete with other teams over the quality of their analyses and recommendations. Team presentations should be brief and concise. You can use slides, video clips, etc. as you see fit. Class members will evaluate the presentations based on the following points:

Quality of analysis
2. Address of key case issues
3. Use of literature to support claims
4. Effective recommendations
5. Originality and insightfulness of ideas presented
Quality of presentation
1. Clarity
2. Visual appeal
3. Time consciousness

At various stages in the course you will be asked to respond to surveys or polls. The tab above provides a listing of the most important surveys and polls. The first survey should be completed before the first class. Students should complete the survey via Blackboard by 6 PM EST on Tuesday, January 24th. This first survey will include questions concerning social networks, as well as your perceptions of management. There are no ―right answers to this survey. You will not be graded. If you complete the survey you will get full credit for it (1 point) that will apply towards your class participation grade.
A second survey is due by or before 6PM EST April 12th. This survey will ask questions regarding your experiences working in a group. Once again you will not be graded on this survey. You will get credit (1 point) for completing it on time.
Finally, group presentations will be conducted from April 24th – May 1st. As noted above, you will provide constructive feedback and help evaluate your peers. Thus, shortly after each presentation you should submit your evaluations of the projects via a surveymonkey link that will be sent to you via e-mail while relevant information is still fresh in your mind. Your evaluations will be anonymous and confidential. Your responses will then be aggregated with all others scores. Thus, individuals in the class may learn their median peer-assessed scores. However, they will never be informed what scores specific students gave them. You earn full credit for completing this survey on time (3 points).


Template for Evaluating Work
Thesis = Aim of the analysis Data Use of course frameworks for analysis Conclusions Quality of writing and organization Exceptional
An exceptionally innovative and insightful thesis that is relevant to class concepts and drives the entire paper
Exceptional creativity in finding relevant data to support key points
Exceptional integration of most relevant concepts as bridge between thesis and conclusions displaying strong critical thinking
Draws clear, feasible and discerning conclusions that stem directly from data and analysis
Paper is clearly organized, easy to follow, has a unified tone, and is well-written
Clear thesis that is relevant to class concepts and drives the entire paper
Substantial effort to collect information given availability of data on subject
Covers most relevant frameworks and class concepts given thesis, subject and data, and presents logical analysis of data used
Presents clear conclusions that include specific actionable items
Paper is relatively clearly organized, and demonstrates solid writing and communication style appropriate for the material
Relatively clear thesis that unevenly drives paper, or thesis doesn’t really provide answer to company’s issue(s)
Significant holes in data collection that leave paper unable to address key issues
Omits one or more important concepts, or uses them superficially
Link between conclusions and analysis/data is tenuous and/or conclusions are largely infeasible
Organization and writing is uneven Unacceptable
A poorly-defined thesis, multiple unrelated theses, or not using the thesis to drive the paper
Heavy reliance on 1-2 sources, overly-biased sources, inadequate citation of sources, or significant lack of research creativity
Incorrect usage of course materials, or practically no actual usage of materials
Overly simplistic conclusions that don’t derive from analysis, and no thought is given to implementation issues
Organization is difficult to understand or lacking, or writing quality is unacceptable


Group Projects

Guidelines for Group Projects

Business activities involve group effort. Consequently, learning how to work effectively in a group is a critical part of your business education.

Every member is expected to carry an equal share of the group’s workload. As such, it is in your interest to be involved in all aspects of the project. Even if you divide the work rather than work on each piece together, you are still responsible for each part. The group project will be graded as a whole:   its different components will not be graded separately. Your exams may contain questions that are based on aspects of your group projects.

It is recommended that each group establish ground rules early in the process to facilitate your joint work including a problem-solving process for handling conflicts. In the infrequent case where you believe that a group member is not carrying out his or her fair share of work, you are urged not to permit problems to develop to a point where they become serious. If you cannot resolve conflicts internally after your best efforts, they should be brought to my attention and I will work with you to find a resolution.

You will be asked to complete a peer evaluation form to evaluate the contribution of each of your group members (including your own contribution) at the conclusion of each project. If there is consensus that a group member did not contribute a fair share of work to the project, I will consider this feedback during grading.



At NYU Stern we seek to teach challenging courses that allow students to demonstrate their mastery of the subject matter.  In general, students in undergraduate core courses can expect a grading distribution where: 

Note that while the School uses these ranges as a guide, the actual distribution for this course and your own grade will depend upon how well you actually perform in this course.



The process of assigning grades is intended to be one of unbiased evaluation. Students are encouraged to respect the integrity and authority of the professor’s grading system and are discouraged from pursuing arbitrary challenges to it.

If you believe an inadvertent error has been made in the grading of an individual assignment or in assessing an overall course grade, a request to have the grade re-evaluated may be submitted. You must submit such requests in writing to me within 7 days of receiving the grade, including a brief written statement of why you believe that an error in grading has been made.


Professional Responsibilities For This Course



In-class contribution is a significant part of your grade and an important part of our shared learning experience. Your active participation helps me to evaluate your overall performance.
You can excel in this area if you come to class on time and contribute to the course by:




Classroom Norms


Stern Policies

General Behavior
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior.  Students who fail to do so may be asked to leave the classroom. 


Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission. 


Course Evaluations
Course evaluations are important to us and to students who come after you.  Please complete them thoughtfully.


Academic Integrity

Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:

The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:

Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505

To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin.  Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications.  Additionally, your document will become part of the Turnitin database.


Recording of Classes

Your class may be recorded for educational purposes


Students with Disabilities

If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend.  If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.


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