NYU Stern School of Business

Undergraduate College


Fall 2011

Instructor Details

Jacoby, Jacob



Wednesday, 5:00 - 6:00 PM, and by appointment

Tisch Hall, Room 909


Course Meetings

MW, 3:30pm to 4:45pm

Tisch T-200

Final Exam:

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


Course Pre-Requisites

C55.0001 Introduction to Marketing


C22.0001 Statistics for Business Control, or

C22.0103 Statistics for Business Control and Regression and Forecasting Models


Course Description and Learning Goals

Without discounting the value of brilliant gut feel and hunches, effectively managing the marketing function, especially in dynamic and highly competitive times, generally requires predicating decisions upon information that has been validly gathered and interpreted.  A portion of this information is obtained from empirical marketing research.  This course is designed to provide an overview of marketing research and its use in making more effective marketing decisions. The primary emphasis is on designing and implementing research studies that will provide valid and reliable bases for decision making.  Towards this end, we will examine exploratory research (including projective techniques and focus groups), descriptive research (including survey research), and causal research (including experimentation and test marketing).

Marketing research takes many forms and involves many components, too many to be covered in this introductory “survey” course.  Relying on the distinction between data gathering anddata analysis, the principal focus of this course is on data gathering.  There are three justifications for such an emphasis.  First, the prerequisites for Marketing Research include a course on data analysis.  Thus, one can assume you have already had at least one course that covers basic statistical procedures for aggregating and analyzing data once gathered.  On the other hand, it is likely that the present course will be the only one you take that focuses on the data gathering process itself.  Second, consider GIGO – an acronym for “Garbage in, Garbage out.”  If data are not validly gathered in the first place, then no amount of sophisticated data analysis will save the day; the result will be GIGO.  Indeed, the application of statistics is predicated on the assumption that the data being analyzed are valid to begin with.  Third, focusing on the data gathering component will enable us to more intensively cover the pertinent content.

This class seeks to provide the student with an understanding of, and experience in applying, research fundamentals.  These skills are important not only to those directly involved in marketing research activities, but also to "consumers" of marketing research, particularly managers who commission and evaluate marketing research. The course will enable you to better evaluate marketing research proposals, interpret, review and criticize the subsequent reports, and appraise their usefulness for management. The course will also provide a foundation from which to pursue additional study of research rationales and procedures.

The broad goals are for the students to:

1.            Acquire knowledge of:

a.            a framework for understanding the empirical research process

b.            research concepts and terminology used in marketing research

c..             the principal methods and approaches for gathering valid data


2.            Practice applying this knowledge through intensive involvement in a research project

These course objectives will be met through lectures, group projects and each student’s active involvement in class discussions and assignments.


Required Course Materials

Iacobucci, D. & Churchill, G.A., Jr.  (2010) Marketing Research: Methodological Foundations          (10th ed.) South-Western/Cengage Learning.

NOTE #1:    The chapters are not assigned in sequential order, but in an order likely to facilitate timely planning and completion of the Team Research projects.   

NOTE #2:  Additional reading assignments are posted on the class’ Blackboard site.


Course Blackboard Website

All Stern courses have their own Blackboard site.  To access this site, go to: http://sternclasses.nyu.edu and log in with your NYUnetID and Password. Your User name/Stern net ID is simply whatever comes before the “@” in your Stern e-mail address and your Password is your e-mail password.  (To assign a password, go to http://start.nyu.edu.  Note:  Your password is required to have 6 or more characters and must contain a combination of letters/numbers and punctuation.)  You will see a “My Courses” box.  Click on C55.0009.01 F2011 to enter the course.  If you have any questions, email citl@stern.nyu.edu.  The website contains many useful things, including frequently updated information on assignments, exams, a “How To Study” guide, a brief bio of the professor, etc.  Please check it regularly.

Your professor does not intend to “lecture on the text;” he will be lecturing on some – but not all-- of the specific content within the text, as well as lecturing on material not found in the text.  What this means is that you are responsible for reading the assigned content and coming to class with questions on content you may feel you don’t understand as well as you would like.  A portion of each class session will be devoted to having student questions raised and answered. 

The essential portions of the professor’s lectures will be conveyed via PowerPoint slides which will be placed on Blackboard, in some instances before the lecture and in other instances afterward.  Note, however, that these slides present only an outline of the lecture content and class discussion. You will need to take additional notes to capture the material discussed in class.

Additional Required Reading

Based upon prior experience, many students will not have purchased the text by the time of the first class.  Regardless of when they enter the course or purchase the text, students are responsible for ALL assigned reading, beginning with the first session.

To provide a framework for understanding the remainder of the course, the first class session will be based, in part, upon the following two chapters available on the class website

James Jaccard and Jacob Jacoby (2010) Theory Construction and Model Building Skills: A Practical Guide for Social Scientists. New York: Guilford Press.  Chapters 2 and 3.

The instructor may decide to provide additional reading during the semester.


Assessment Components

25%        1st exam

25%        2nd exam

20%        In-class participation (includes attendance)

30%        Group project

                   25%     Team grade

                      5%    Individual grade (based on peer evaluations)


Group Projects


A significant part of your course grade (30%) will be determined by your participation in a team project.  Marketing researchers usually work together as teams.  As part of this course, you will be required to carry out a team project in which you select a particular marketing-advertising-consumer issue or problem, propose and carry out research to examine this issue-problem, discuss your research and findings in class, and provide a written report as described below.  To stimulate your thinking, see the principal types of marketing research described on pages 5-6 of the Iacobucci and Churchill text.

The class is likely to have an enrollment of 45-to-55 students.  Since each research team will consist of no fewer than 4 students and no more than 5 students, this works out to approximately eleven or twelve teams. 

Key dates for the team project are as follows:

9-12       Research teams formed.  Once the team is formed, choose someone to be the team leader.  That person will have the slightly added responsibility of moving the project along, coordinating activities, and  maintaining contact with me on an “as needed” basis.  By writing “slightly added responsibility” I mean to emphasize that everyone in the group bears the responsibility of moving the project along.  As indicated in the Components of Course Grade section above, team members who are judged by their peers not to have done their fair share of the work during the semester will have their overall course grade dropped by as much as 5 points. 

The team leader should prepare a team roster, placing the leader’s name at the top of the roster and listing each member of the team along with his/her e-mail address and phone number.  Distribute the roster to all team members and e-mail to the Professor and TF no later than Monday, September 19.

9-14      Each team will randomly select a number out of a hat.  From then onward, that number must be

placed at the top of each submission from the group.  Importantly, the team number will determine the days and order in which teams will make their in-class presentations.

9-19       Phase #1 Proposal due.  One-page describing what (the issue-problem) is to be studied andhow (via survey or experiment).  One purpose of the brief proposal is for the instructor to insure the team is not biting off more than it can chew, and that the overall approach is acceptable.  If the team cannot decide between two ideas, it may submit two, separate one-page proposals for feedback.  The topic should meet the following requirements:

The vast majority of primary research conducted in the realms of marketing and advertising involve studying consumers and it is expected that the class projects will involve some form of consumer research related either to the acquisition, consumption or disposal of a product or service.  The research can focus on a pre-purchase phenomenon, a purchase phenomenon, a post-purchase phenomenon, or some combination of these.  It can also focus on dampening consumption (e.g., of cigarettes, soft-drinks, texting while driving, etc.).

It should have managerial or public policy relevance.  That is, it should increase our understanding of an aspect of consumer behavior in ways that can benefit firms and/or consumers.

It should be feasible.  You should be able to study the issue within the confines of a semester using a methodology you are familiar with.

Although teams may conduct some exploratory qualitative research, the backbone of the project needs to be either a survey or experiment.           

9-21       Professor provides “go/no go” feedback on proposed research.

9-21       In addition to doing preliminary literature searches on their topics (looking into both academic

to            and popular business sources),  teams should finalize their research design (survey, experiment)

10-05     and develop their measuring instruments (questionnaires), fleshing the latter out in detail.       

10-05    Not later than 5 p.m., each team should e-mail the professor one-or two paragraphs describing

the issue-problem they are studying.  (Don’t forget to place your group number at the top of your submission.) These submissions will be merged into a single e-mail that will be distributed to all class members.

10-17     Phase #2 Proposal due.  On the day your team’s project is scheduled to be critiqued (see group

to            numbers in Section G, Planned Class-by-Class Sessions), the team will make a 10-12 minute

10-26     PowerPoint presentation describing their overall design (2 minutes or so) and their detailed instruments (10 minutes or so).  Other students in the class will provide 10-12 minutes of constructive criticism.  (With 75 minute sessions, three groups per class session works out to 25 minutes per group.)

No later than the day prior to their scheduled presentation, each team needs to e-mail copies of their presentation to the professor and to all other students in the class.  The reason is that ALL students are expected to participate in providing constructive criticism of the other teams’ research,[1]and having the instruments in advance will facilitate their doing so.  (Part of each student’s in-class participation grade will be based on the constructive criticisms they provide.)

10-18     Research Implementation –gathering and evaluating the data, and writing the report.     After

to            accommodating the in-class constructive criticisms, the teams will implement their research.

11-30     Note that other class members do not qualify as participants for your research project

12-05     Team Project Presentations.   Teams to make PowerPoint presentations for their assigned

to            presentation dates.  Since the class session is 75 minutes and I would like to leave 5 minutes or

12-14     so for post-presentation questions and comments, and so as not to disadvantage teams making presentations later in the session, each team will be held to 15 to-18 minute presentations.  I will time these and will deduct points for presentations that go over their 18 minute maximum. I suggest each team meet for making and timing a dry run before making their in-class presentation.

12-15     All Reports are due not later than 3 p.m.  These should be submitted in two ways – via e-mail to

the professor as well as providing a hardcopy.     The final group project report write up needs to show you understood and properly applied market research concepts and procedures.  It also needs to exhibit a professional level of writing quality.  Since each team member will receive the same grade for the team project, it is highly recommended that every group member review and proof-read the final version.  The report should be double-spaced, using one-inch margins throughout, 11 or 12 point type, and page numbers at the bottom.   The report sections should be organized as follows, with Sections 4 though 7c taking NO MORE THAN25 pages

  1. Cover Page: Title of project, group number of project, group member names
  2. Page 2: Table of Contents
  3. Page 3: Executive Summary/Abstract  (50 to 120 words)
  4. Pages 4 and beyond:             
  5. Problem Description   (one or two paragraphs)
  6. Literature review and educated hunches. Cite literature using APA Style: author(s)’ last name(s) and year of publication, e.g.,  Smith and Jones (2007).  Place the complete citation in the References section (#10, below), not as a footnote.  Be careful not to plagiarize words (7 words in a row = plagiarism) or ideas, giving credit where credit is due.
  7. Hypotheses or predictions based on literature review and educated hunches.
  8. Research Design
  9. Description of subjects/respondents/participants
  10. Procedure(s) implemented
  11. Research Results
  12. Discussion of Results
  13. Interpretation of results
  14. Managerial implications
  15. Limitations of the study and areas of future research
  16. References  – all the cited literature in alphabetical order, by first author’s last name
  17. Appendices with tables and figures, if applicable
  18. List with division of tasks by each member of the team

12-15     All Peer Evaluations are due not later than 3 p.m.  These should be e-mailed to the professor and TF.  Using a Team Member Evaluation Form found as Section L of this document, you are required to evaluate the contribution of all the other members in your group. The anonymous team member evaluations will determine the individual portion of the group project grade, which counts for 5% of your total grade for the course. IMPORTANT:  Failure to submit a completed Peer Evaluation Form by the due date will result in the student receiving a grade of Incomplete for the entire course.

[1]This mirrors what happens in the real world and is a vital part of your learning experience.



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

1. Typical Class Session

Class meetings will consist of primarily of a lecture, discussion of the assigned reading material, and supplemental exercises.  It is expected that a portion of the in-class discussions will be students raising questions regarding the material and the instructor asking other students to provide answers.

2.  Pre-Class Preparation

The Text chapter or other reading assigned for each session are identified in the Planned Class-by-Class Sessions; see Section G of this Syllabus.  To obtain the most benefit from this course (not to mention increasing the probability of a higher grade), it is important that you prepare for class.   This means doing the assigned reading before class.  Words to the wise: Since I may “cold call” on students to answer the Questions for Review and Discussion and/or  Case Questions at the end of the chapter, and may go to a second student to comment upon and augment the first student’s answer, you should consider formulating answers to these questions before coming to class.  Even if I don’t get to asking these during a class, by preparing answers to these questions, you will have prepared for the exams.

There is a considerable amount of content to be covered and it is not possible for me to cover (much less lecture on) all the material.  The class is set up on the assumption that, having been admitted to the Undergraduate Business School at Stern,  you can do the required background reading yourself and would better off having a classroom experience that you cannot have on your own.  If you do not prepare for class, you will miss much of the content of the course, you will not be able to participate in class effectively, you will learn substantially less from the discussions and exercises, and it is less likely that you will perform well on the exams and other assignments.  It is also very likely you will receive a lower course grade.


PARTICIPATION GRADE:  The 20% of your grade for participation will be based on your (1) in-class contributions, (2) attendance, and (3) tardiness.

ATTENDANCE ISREQUIRED!    Students are expected to attend each class unless prevented by illness or some other legitimate circumstance.  In the event of illness, a doctor’s note will be required for the absence to be excused.  Most other legitimate reasons will require a formal letter describing the circumstances and approval IN ADVANCE.  (C’mon.  You know your religious holidays in advance.)


Attendance will be taken at each class session.  Table-top name placards will be made up for each student.  Students are to pick these up at the beginning of each class session and return them at the end of each class.  The names on placards not picked up will be marked as “Absent.”  It is a violation of the Stern Code of Conduct to pick up a placard for a friend who does is absent or comes to class late.


Students having more than 3 unexcused absences will have their final course grade lowered.  Beginning with the third unexcused absence, 0.5% will be deducted from the Participation component of the student’s grade.


BUDDIES:  Please select two buddies from class to pick up a copy of any handouts and to share notes in the event of your absenceThe names of these buddies need to be entered on the Information Form provided at the end of this syllabus, which is due at the end of the first class.


LATENESS TO CLASS.  The Dean has issued guidelines to faculty on how to treat lateness to class.  All classes will begin on time.  Being late is defined as not being in the room when I begin class.  While coming late once or twice might be excused, a pattern of lateness will be used to lower your final grade.  To tally lateness, students arriving late to class will be required to sign-in when picking up their name placards. 


PARTICIPATION:  Every session of the course will involve some class discussion. I expect each student to be prepared at all times in every class session. To reinforce this expectation, I will occasionally “cold call” a class member to comment on the topic under discussion. 


If you don’t think your active participation is important – either as part of your learning experience and as a basis for your grade -- consider the following e-mail exchange between a student in Prof. Jacoby’s undergraduate Consumer Behavior class during the Spring 2011 semester who received one A and two A-minuses on the three exams. 


Saturday, May 28, 2011 7:22 PM

Hi Professor Jacoby,


I e-mailed the TA to find out the grade I received on my final exam because I received a B as my final grade in the class.  She told me that I received a 60 on the final exam. I feel that it is highly possible that I wrote the wrong test form on the exam because I felt very confident with my performance on the test. I am surprised that I received such a low score on the last test because I had been doing well on the previous exams.


Is there a way to check if there was some discrepancy with the answer key. I am sorry to bother you during your summer vacation. It has just been on my mind for the past few days.


Thank you,



May 29, 2011, at 6:34 PM, Jacob Jacoby wrote:

Hi …, 

You did very well on the third exam; that was not the problem.  Your "in-class" participation was negligible and your group ended up with a  low grade on the research project.  When the weighting formulas were applied as described in the syllabus, you ended up with a B.  Sorry I

 couldn't give you better news.



May 29, 2011 9:36 PM

To: Jacob Jacoby

Subject: Re: Final Exam

Hi Professor,

Thank you for clearing that up. I understand.

Have a great summer.

Grading class participation is subjective.  Some criteria for evaluating class participation include:

a.   Was the student present?  Was the student on time?  If you are not in attendance, you can’t possibly participate, which is why I deduct points from participation grade for frequent absences.   Attendance, however, is only a small component of class participation.  Perfect attendance without participation will result in a very low class participation grade.  (In case you are wondering, the student whose e-mail exchanges are quoted above received no deductions for attendance.)  Arriving late will also lower your grade.

b.  Does the student participate in class?  The class doesn’t work well without discussion.  For others to benefit from your perspectives and experiences, you must participate—which means contributing your observations, insights and questions during class.  If you do not participate voluntarily, there is an increased chance that you will be “cold-called.”

c.  Was the student worth listening to?  The QUALITY of your contribution to class discussions is more important than the QUANTITY. 

Indicants of quality of contribution include:

The following detract from quality contribution and will negatively your grade:

When evaluating the quality of class participation, for grading purposes, I ask myself the following kinds of questions:

Were the student’s comments relevant to the discussion?  Were they clear and   concise?

Did the student’s comments provide interesting insights that added to our understanding?

Did the student’s comments show an understanding of the concepts, principles, and

            approaches covered in class and the readings?

Was the student convincing?  Did he or she back up points with thoughtful conceptual

            and/or quantitative analysis?

Did the student’s comments further useful class discussion?

Class Discussion Works Best When it’s More Than a One-on-One Dialogue.  In the best of all worlds, what one student says will stimulate others to comment – either by adding supporting perspective, contrasting perspective, or by asking clarifying questions.  To encourage such interaction, be prepared for the following. 

After I ask a question and someone provides an answer, I may ask the class: “What do you think of that answer? Why?”   If you are called on and agree with the first answer, say so and explain why.  If you disagree, or if you have a different answer, say so and explain why.  My purpose is to stimulate discussion and interaction among class members and to avoid participation becoming a process where I ask a question, someone answers it, I ask another question, someone else answers it, and so forth.  That’s not the kind of participation that is needed.

You may find it useful to bring your text to class, especially on days when a text chapter is the assigned reading.Not only do I frequently ask the class to turn to specific exhibits or passages in the text, but questions and in-class discussion generally focus on these items.  If called upon, the student is likely to be disadvantaged by not having the text available.  I know the book is heavy, but I carry it (along with many other things) from home every day and so can you.

.Administrative announcements.  Although I will try to post these on the class website, you are responsible for all administrative announcements made in class.  If changes in exam procedures, dates, coverage, assignments and the like are announced in class, you are responsible for knowing this information.



e-mail: xxxxxxx@stern.nyu.edu;                                             

Hours:  M/W xxxxx        

Office:  xxxxxx                  LC of Tisch; Ernst &Young Learning Center (exiting the elevator, go hard left, to the computer room inside the E&Y Learning Center)


When it comes to questions regarding grading of exams, your first point of contact should be the Teaching Fellow.  If, after doing that, you need to meet with me (Prof. Jacoby) but cannot attend my regularly scheduled office hours, please send me an e-mail to set up another mutually convenient time. 


1.  There will be two exams, each worth 25% of your grade

The exams will consist of multiple choice and short essay questions.  The exams will not be cumulative.  The dates and content covered by each exam are described in Section G of this Syllabus, Planned Class-by-Class Sessions. 

On the day of exams, students should NOT sit in their usual seats or next to their usual buddies.  Instead, seating will be assigned at random.  Also, bring a pen!  After completing the multiple choice questions in pencil, you are required to finalize your answers by circling IN INK the multiple choice answer (A, B, C, D, E) you want counted for each question.

2.   Failing to Take an  Exam   

Inform me in writing (e-mail is preferable) of any legitimate exam conflict at least one week in advance.  If I do not receive written notice at least one week before the exam, you will not be given the opportunity to take a make-up. 

If you miss an exam due to illness or injury, a make-up will not be scheduled for you unless I receive a letter from your doctor, on his/her letterhead, indicating the date and time of the medical problem that prevented you from taking the test.  You are responsible for contacting me concerning missing an exam before the exam, but no later than 48 hours after the exam.  If you are unable to take a make-up exam before the next class session, your doctor’s letter must also indicate the date through which your medical incapacity extended.  I may choose to give you a substitute test or I may assign greater weight to another test.

3. Stern Code of Conduct

Every student is obligated to report to the instructor any suspected violation of Stern’s Code of Conduct that he/she has observed.  If you are concerned about revealing your identity, please drop a detailed note in my mailbox.  Instances of suspected violations (such as cheating on exams, plagiarism, etc.) will be turned over to the Stern Judiciary Committee.

4.  Grading Policies

 a. General

At the Stern School, students are graded on the quality of their work.  We very much appreciate hard work and it is usually necessary to work hard in order to produce high quality work.  However, effort alone is not sufficient for a good grade.   The Stern School is the most selective undergraduate program at NYU and one of the top-rated undergraduate business programs in the country.  You are here because you are exceptional people, but that means the school expects a lot from you.  The TA and I will be very responsive to students who need extra assistance, but the standards are high and should be.  That is why Stern students are so highly regarded and what makes your degree valuable. 

Please let me know immediately if you have any problem that prevents you from performing satisfactorily in this class.  If you have a learning disability that may affect your performance, please let me know immediately, so that we can make arrangements to accommodate your needs now (in consultation with the Moses Center, if appropriate).  I will be unsympathetic if such problems are brought to my attention after the 3rd class session.


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.


Course Outline

Deviations may occur.  Be flexible.  Live with some uncertainty.)







Other Assignments



Overview of the course;

Overview of the research process;

Problem formulation

Jaccard & Jacoby, Ch 2 and 3

I&C Text: pp. 5-6;   also Ch  3

I&C Text: Epilogue, pp. 573-575

Important: see Section C, Additional Required Reading



Research Design; 

primary vs. secondary res; 

quantitative vs. qualitative res

I&C Text: Ch   4

I&C Text: Ch   7

Personal info form due

Research teams formed



Qualitative; Observational Res’rch

I&C Text: Ch   4

Team presentation order




I&C Text: Ch   5





I&C Text: Ch   8, 13

Proposal – Phase #1 due




I&C Text: Ch   9 

Prof’s Proposal response 




I&C Text: Ch  10, pp. 232-250  + I&C Text: Ch  15, pp. 393-396





J&J 2,3  +  I&C 3, 4, 5, 7, 8, 9, 13





I&C Text: Ch   6,   pp.   99-119





I&C Text: Ch   6 ,  pp. 119-126




Project proposal critiques     1,2,3


Proposal - Phase #2 due



Project proposal critiques     4,5,6





Project proposal critiques     7,8,9





Project proposal critiques  10,11,12





Sampling Designs

I&C Text: Ch  11




Reliability; Validity; Generalizability

I&C Text: Ch  10,  pp. 251-262




Analyzing/interpreting data

I&C Text: Ch  14




Analyzing/interpreting data

I&C Text: Ch  15




Mrktng Research & alternatives

I&C Text: Ch   1, 2





I&C: Ch 10 (including Appendix);         1, 2, 6, 11, 14, 15




Research implementation





Research implementation





Reporting Marketing Research

I&C Text: Ch  19









Team Project Presentations   3,2,1





Team Project Presentations   6,5,4





Team Project Presentations   9,8,7





Team Project Pres’tations   12,11,10







Research Reports due;

Peer Evaluations due


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.



1.    Getting the Information You Need

I three methods to make announcements of such things as syllabus revisions, details on assignments, grade breakdowns, and any other information about which you need to be aware -- in class announcements, announcements placed in the Announcements section of the class’ Blackboard website, and e-mail.  Not every announcement will be made using all three methods.  It is your responsibility to check your e-mail and Blackboard once a day.  If for some reason you are unable to check your e-mail, find out from a classmate whether anything was sent that you need to know.  It is also your responsibility to be aware of all announcements and handouts given in class.  If you miss a class, get copies of materials from your classmate buddies.  Do not ask the TF or me to review what happened in class.  If you are having trouble with e-mail or the class website, read the notes below before contacting me.

2.  Using E-mail and the Course Blackboard Website

I am not a computer consultant (pity you if I were) and neither is the TF.   Here are some helpful hints concerning use of e-mail and the course website.  Many of you are undoubtedly conversant on this subject and will not need to read them.  However, if you have trouble after using the instructions below, check first with at least one consultant in the Stern computer lab.  If he or she cannot resolve your problem, then try asking the TF. 

Your E-mail address.  Once you are registered for this course, the registrar will send your name to our computer folks and, if you don’t have one already, a Stern e-mail address will be created for you.  It will be the same username that is on your NYU ID, but the Stern account will end with @stern.nyu.edu.  Your default password will be your social security number, so change it as soon as possible.  To do this, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “Change Password.”  If you do not have a Stern e-mail address or cannot access it, see someone in the Stern Computer Lab in Tisch Hall (Room LC-13; Phone: 998-0399).  If he or she can’t help you, ask to see a supervisor.

If you would prefer to receive e-mail at an address other than your Stern e-mail address, have your Stern e-mail forwarded to your preferred address.  To do this, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “E-mail Options.”

3.        Classroom Etiquette

Many students have complained to the Stern School about students who use class time for other purposes or act in a distracting manner. Please observe the following standards of classroom behavior:


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