790.054.XX – Innovative Leadership – Instructor’s Name – Page 1 of 13
Executive MBA - Innovative Leadership
2 Credits
BU.790.054.XX
[NOTE: Each section must have a separate syllabus.]
[Day & Time / ex: Monday, 6pm-9pm]
[Start & End Date / ex: 3/24/15-5/12/15]
[Semester / ex: Fall 2016]
[Location / ex: Washington, DC]
Instructor
[Full Name]
Contact Information
[Phone Number, (###) ###-####]
[Email Address]
Office Hours
[Day(s)/Times]
Required Texts & Learning Materials
 Grant, A. (2013). Give and take (why helping others drives your success). New York: Penguin Books
(read before the first class).
 Cialdini, R. B. (2006). Influence: The psychology of persuasion. New York: William Morrow (read in
the middle of class).
Required cases, simulations and to do after class readings:
 Bazerman, M., Tenbrunsel, A. (Spring 2011) Blind spots: The roots of unethical behavior at work.
Toronto: Rotman magazine.
 Calvin (2015). The CRS Leadership Practice 360 Feedback Summary.
 Carroll, B., et. al (2008). Leadership as practice, SAGE; Barton, D., et. al. (June 2012) Leading in
the 21st Century, McKinsey Quarterly; Goodpaster, K. E. (January 1991) Business ethics and
stakeholder analysis, Business Ethics Quarterly.
 Charan, R. (2013). Global tilt (leading your business through the great economic power shift).
New York: Crown Business (read by the last class).
 Roberto, M. A., Edmonson, A. C. (2011) Leadership and Team Simulation: Everest. Boston:
Harvard Business Publishing.
Course Description & Overview
The goal of this course is to help the executive use organizational behavior theory to enhance leadership skills.
Specifically, this course seeks to provide the analytical frameworks and the practical experience necessary to
better influence and lead individuals and groups in organizations. A fundamental assumption underlying the
course is that leadership is both art and science. The analytical frameworks will help the executive understand
leadership; the practical experience will help you put that understanding into action. Key leadership tasks
require the executive to manage people, information, and processes to accomplish organizational goals, often
under conditions that are not of her own choosing. The successful execution of these goals requires the
executive to harness the psychology of individuals and groups, in order to motivate others to act. While the
course acknowledges that some people are “born leaders,” it assumes that most people learn how to lead
through sustained analysis and practice.
This course uses a variety of reflective tools, exercises, multimedia, readings, essays, and discussion—to learn
about leadership and distinguish between effective and ineffective leadership strategies. Class sessions will
focus on a particular aspect of leadership, and each will center on a particular exercise or experience. To
maximize our in-person time, we will reserve some multimedia experiences for the online classes. As you
participate in the exercises and experiences, ask yourself:
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What are the key concepts/principles/ideas?
Why does this matter for an organization?
What are the implications for the kinds of challenges that I face as a leader?
How can I apply this to my firm, to my career, and to my life?
Asking the aforementioned questions will prepare you to participate in discussions, which will form the
backbone of our Focused time together (and a core component of the grading). Furthermore, please note
these specific points about the exercises:

Overview: The course is built around a series of leadership exercises. All but two classes will contain
an exercise. You will complete some of the exercises individually, but most in a group. The instructor will
occasionally observe the exercises to provide feedback.
Preparation: Your peers expect you to be fully prepared and on-time for each exercise, whether they
take place during or outside of class. Also, note that some exercises require you to prepare outside of
class as a team – by phone, email, or in-person. You may also need to stay a few minutes after class
sessions to arrange meetings with others.
Debrief: We will debrief the exercises in class. You are expected to participate in these class
discussions. Your outcomes will be shared through facilitated dialogue to analyze the relationship
between different leadership strategies and outcomes, learning from everyone’s experience.
Experimentation: You are encouraged to experiment with alternative leadership styles in this “safe”
environment. This is an opportunity to make a poor decision and, in retrospect, be happy because you
learned a critical lesson. Recognize your strengths and weaknesses, and actively track your progress.
Readings: The readings and written assignments are intended to supplement our class discussion and
help you to put your learning’s into practice. It is critical to do the readings at the right time, as concepts
will be more comprehensible if you have already experienced them directly, and foreknowledge of the
concepts could prevent the mistakes that you do not need to make in order to learn. Therefore, please
read Give and Take before the first class. As per the syllabus you will next read Influence followed by
selected chapters of Ram Charan’s Global Tilt after the last class.
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Prerequisites(s)
None
Student Learning Objectives
All Carey graduates are expected to demonstrate competence on four Learning goals, operationalized in
eight Learning Objectives. These learning goals and objectives are supported by the courses Carey offers.
To view the complete list of Carey Business School’s general learning goals and objectives, visit the Teaching
& Learning@Carey website.
L.O. #
1
2
3
4
5
Student Learning Objectives
You will demonstrate an understanding of, and ability
to communicate about, leadership theory
You will demonstrate an ability to apply leadership
theory to novel situations
You will understand personal behaviors and
tendencies that impact your leadership style
You will demonstrate an ability to motivate individuals
and groups to achieve organizational goals
You will be able to diagnose and apply ethical leadership
frameworks
Corresponding Carey
Learning Objective
1.1, 1.2, 2.2, 3.1, 4.1
1.1, 3.1, 4.1
2.1, 3.1,
2.2, 3.1, 4.2
3.1, 3.2
Attendance Policy
The expectation is that as a student you will attend all in-class sessions, and participate on all Adobe Connect
sessions. Each class and Adobe connect session will include opportunities for individual effort and for teams to
work together. Failure to attend class sessions will result in an inability to achieve the objectives of the course,
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as well as successfully completing the course. Innovative Leadership has an attendance policy that is
uniformly applied and adhered to for consistency. This policy is necessary to ensure that we can adequately
plan for the leadership exercises. You may miss one exercise without penalty if you provide advance notice
and receive approval from the instructor. If you miss a second exercise, you will lose a letter grade. If, in
conjunction with any absence, you do not provide advance notice, you will lose a letter grade. However, the
instructor will make every effort to ensure that you do not lose a letter grade unnecessarily. Excessive
absence will result in the loss of points for team participation and a reduction of the final grade awarded.
Assignments & Rubrics
Students are expected to complete all assignments on time or in consultation with the instructor and they will
abide by the honor code. Executive MBA students will take and complete a final examination on leadership
and organizational behavior theories and practices as a course requirement are not allowed to use any
electronic devices during the exam.
The following percentages apply to the assignments; for specifics on how the assessment for submitted
deliverables will be done, refer to the rubrics for writing assignments. Your final grade will be calculated asfollows:
Assignment
Attendance and participation
Done differently analysis
Blind spots analysis
Leadership action plan
Final exam
Total
Student Learning Objectives
1, 2, 3, 4, 5
1, 2, 3
1, 2, 5
1, 2, 3, 4, 5
1, 2, 5
Weight
20%
15%
15%
25%
25%
100%
1. Attendance and Participation (20%)
This component of the grade includes participation in both leadership exercises and class discussions.
Because exercises are a critical component of the learning process, you should be fully prepared for every
exercise. You should try your hardest to get the best possible outcome for yourself or your group. You are
not graded on the outcomes of the exercises, but rather on the quality of your preparation beforehand, and
your participation in post-exercise discussions. (This approach is to encourage you to experiment with a
variety of leadership strategies, without harming your grade). Your participation in class discussions will be
evaluated in terms of the quality of contributions to the debriefing session that follows each exercise.
Debriefing sessions involve information-sharing about results, strategies, and reactions. High-quality
comments have one or more of the following properties:
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Offer a different and unique, but relevant, perspective based upon analysis and theory
Help move the discussion, reflection or analysis forward
Build constructively upon the comments of classmates
Transcend the “I feel” syndrome: that is, include some evidence or logic
Link relevant concepts to current events or personal work experiences
To promote the best possible learning experience for everyone, the instructor will call on students who
wish to answer, but also occasionally “cold-call” on others. Please be prepared to contribute to the
class discussion at any time.
2. Done Differently Analysis (15%)
The Done Differently Analysis is a short essay in which you reflect on one of your own, past leadership
experiences, analyzing what you could or should have done differently in light of what you have learned in
class. This essay will help you to connect the course learning’s with your professional lives. It will also
allow you to reflect on successful and failed leadership strategies, which will help you better prepare and
respond in the future.
Although you will inevitably need to describe what happened during a past experience, the analysis should
not be a detailed report of everything that happened. Instead, you should focus on analyzing what could or
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should have happened if you had known the course lessons discussed to-date—and why. In addition to
discussing how the process would have differed, you might also reflect on how the outcome would have
differed.
A high-quality analysis is one that steps back from a situation, identifies key events and processes, uses
course concepts to help structure the analysis—and does so in a well-written fashion. The analysis should
be no longer than three pages typed (double-spaced, Times New Roman, 12-point). It is due before class
4, on [date] (see posted Grading Rubric).
3. Blind Spots Analysis (15%)
The Blind Spots Analysis is a short essay in which you reference the ethical leadership framework
presented by Max Bazerman and Ann Tenbrunsel to consider and analyze real-life ethical gaps in
individuals and in the NASA organization. The purpose of this essay is to acquaint you with the BazermanTenbrunsel framework and to help you apply principles of ‘bounded ethicality’ to a real business situation.
Before completing the essay, you must read the Goodpaster article.
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After completing those readings, your task is to write a short essay (two pages typed, doublespaced, Times New Roman, 12-point), in which you respond to the following questions:
Were there any ethical issues involved in management’s decision related to the challenger space
shuttle disaster? If so, what were they? If not, why not?
In your view to what extent is bounded awareness a contributory cognitive factor to ethical gaps in
individuals along with other systemic constraints on ones’ morality that favor self-interest? What other
elements in the framework do you think are particularly relevant to the case, and answer this question,
using them as instructive lenses?
For the purpose of this assignment, the second question is the most important and will probably require the
most space to answer. Like the Done Differently Analysis, the key to this essay is to focus on analysis
rather than description. An excellent essay will step back from the events in the case, using the Bazerman
and Tenbrunsel framework to highlight the obvious and not-so-obvious ethical implications of individual
and management choices. This essay will be due before class 5 on [date]).
4. Leadership Action Plan (25%)
To help you extend the course lessons into your professional lives, this assignment asks you to develop an
action plan based on what you have learned. The goal of this assignment is to translate the course
material into a tangible and actionable plan that you will actually implement after finishing the course. As
the assignment is intended primarily for your benefit, it comes with no formatting prescriptions. You should
develop a plan in whatever format will be most useful to you.
That said, please note that one key to receiving a strong grade is, again, analysis. Some formats are more
conducive to analysis than others. For example, bulleted lists often preclude an analysis of the interlinkages amongst a plan’s elements. If you choose such a format, I would encourage you to include
another section that analyzes the linkages between the bullets. Additionally, the strongest leadership
action plans will contain, at a minimum, an answer to the following questions:
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Which aspects of your leadership do you plan to improve?
What tangible steps will you take to improve them?
Why will you take those steps instead of others? (This would be a good place to reference the
course lessons.)
How will you know if these steps are working, and what will you do if they are not?
Overall, this document should be no longer than 5 pages typed (double-spaced, Times New Roman,
12-point font). Your grade will be based on how well your essay ties your professional concerns together
with the course lessons through thoughtful analysis. This document is due 7 days after the last class
([date]) (see posted Grading Rubric).
5. Final Exam (25%)
The final exam will cover the concepts discussed in class and in the readings, with an emphasis on in-
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class discussions. The exam will ask you to apply the course concepts, which means you need to know
not only the definitions of various concepts, but the pros and cons of using various concepts strategically.
Remember that you cannot stop in the middle of an organizational situation to check your notes or a book;
you must have access to this knowledge immediately. Accordingly, this will be a closed-book test. It will be
self-administered after the last class and due at the same time as the Leadership Action Plan ([date]).
Evaluation
The Carey Business School recognizes and expects excellent to good writing to be the norm for course work;
and to this end all papers, individual and group, must demonstrate graduate level writing ability and comply
with the format requirements of the Publications Manual of the American Psychological Association (APA).
Careful attention should be given to source citations, proper listings of references, the use of footnotes, and
the presentation of tables and graphs.
Written and oral presentations and class discussion should reflect an ability to clearly think and articulate ideas
and concepts that reflect your own life experiences in diverse organizational settings, values and beliefs, while
being open to the viewpoints of others. One of the objectives of a graduate business program is the
development of managerial level skills in oral and written communications. Therefore, all written and oral
communications are graded on both the content and style. Students are expected to analyze and synthesize
course content. Rote memorization and the regurgitation of facts will not suffice.
Grading
The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of
A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The
grades of D+, D, and D- are not awarded at the graduate level.
Please refer to the Carey Business School’s Student Handbook for grade appeal information.
Special Academic Policies for Innovative Leadership
For this class, the above policies are amended as follows:

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You may not show your confidential exercise instructions to others before or during the
exercise, though you may tell others whatever you desire during the exercise.
Never assume material is identical, even if a classmate is playing the same role, unless you are
told that you can strategize together. In other words, please do not discuss exercises with others
unless instructed to do so, or unless the exercise have already occurred.
When you have completed an exercise, please do not reveal your information to the other party
before returning to class.
It is inappropriate to borrow notes, discuss cases, or share exams with people outside of
class, including students who took other versions or sections of the class.
Laptops may be used during the exercises themselves, if you choose to do so. Generally speaking,
laptops are not necessary during in-person class discussions because handouts are provided. Thus,
laptops should remain closed during discussion. If you learn best by taking notes on the computer,
please let the instructor know, and please sit toward the back of the class.
Materials used in this class—including, but not limited to handouts, exercises, cases, discussion
questions, charts, and graphs—are copyrighted and may not be used for purposes other than
this class without the written consent of the instructor.
Class discussion stays in class.
Research
This course is grounded in 50+ years of research, much of which has been conducted in classes like this
one. Because you will benefit from past research, and in the spirit of new knowledge creation, we will
occasionally ask for your participation in ongoing research. Exercise outcomes for research purposes are
always aggregated and anonymous. You are always free not to participate, without penalty; if you do not
want your outcomes from any exercise used for research purposes, please notify the instructor. The
instructor will inform you when research occurs, only incorporate research that helps you to learn, and make
every effort to share the results with you as part of class discussion.
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Tentative Course Calendar*
*The instructor reserves the right to alter course content and adjust the pace in order to accommodate
class progress, current events, and unforeseen developments.
Date
Logistics
[In-person vs.
online; time;
location; etc.]
Topic
In Class
To Do Before Class To Do After Class
Leadership
Framework
for Success
Introduce course
Leadership
Diagnostics
1-Read Give and Take Ideas and discussion
on cohort leadership
2-StrengthFinder
3-Take pre-course
statement
tandem
The
Leadership
Journey
Cohort Leadership
Statement
Read Communities of
Commitment
1-Complete Give and
Take
2-Read Leadership as
Practice & Leading in
the 21st Century
Influence
A) What Do I Want
to Learn to Manage
& B) What
Motivates Me
Read Leadership as
Practice & Leading in
the 21st Century
1-Complete Done
Differently Analysis
2-Read World Values
Survey
3-Read Influence
Chapters 1-4
Building a Learning
Community
Debrief A & B
Ethics and
Values
Watch Crimson
Tide & Ethical
Leadership
Debrief Crimson
Tide & Ethical
Leadership
Discuss Done
Differently Analysis
(graded)
Read Goodpaster
1) Business Ethics &
Stakeholder Analysis
2) Complete Blind
Spots Analysis
Leading
Groups and
Teams
Experiential
Activity
Submit Blind Spots
Analysis (graded)
Read Influence
Chapters 5-7
Motivation
and Goals
Do Everest
Simulation
Discuss Blind Spots
Analysis
What Will be on the
Final Exam
Begin to debrief
Everest Simulation
Culture and
Change
Finish Everest
Simulation debrief
Watch culture and
change movies
Wrap up course
Begin Reading Hay
Group Research
Read Global Tilt Part I Status update of
Leadership Action Plan
Review for Final
Exam
790.054.E1 – Innovative Leadership – James R. Calvin – Page 7 of 13
Does
Leadership
Matter?
A) What Do I Still
Want to Learn &
B) Leadership,
Business and
Humanity
Read Global Tilt Part
II
Read 1-Business,
society, and the future
of capitalism &
2-Schumpeter Bumpkin
bosses
Email 1-Leadership
Action Plan &
2-Completed Final
Exam to Professor
by XX
Read Richard Edelman
on how leaders can
regain the public trust
Discuss A & B
1-Submit
Leadership
Action Plan &
2-Submit
Completed
Final Exam
Final Course
Grades
Submitted
Contemporary
Leadership
Ideas/Trends
Course Wrap-up
790.054.XX – Innovative Leadership – Instructor’s Name – Page 8 of 13
Rubrics:
APA Manuscript Style: Checklist*
Paper and Font
 8 1/2 x 11 white paper
 Font is 12 point Courier or Times Roman and the same font is used throughout the paper
 Bolding and underlining are not used
Page Elements
 Margins: One inch on all sides (top, bottom, left, right).
 Spacing: The entire paper is double-spaced, including the title page, abstract, body,
references, appendixes, footnotes, tables, and figure captions. Extra spaces are not added
between paragraphs.
 Page numbering begins with the title page. The short title and page number appear one inch
from the right edge of the paper on the first line of every page (1/2 inch from the top margin).
Figure pages that are not embedded are not numbered.
 Paragraphs: Each paragraph is indented 5-7 spaces. The only exceptions are the abstract and
paragraphs within block quotations. Paragraphs should be more than one sentence, but less
than a page.
 Bulleted items should be punctuated as part of a complete sentence. See Seriation APA 3.03,
pp. 63-4.
 Headings: Three levels of headings will suffice for most papers. See APA 3.02, page 62.
(see next page for example)
The First Level, Centered Boldface, with Uppercase and Lowercase Typing
Second Level, Flush-Left, Boldface, Uppercase and Lowercase Heading
Third level, indented, boldface, lowercase paragraph heading ending with period.
* Please note: section and page numbers in this checklist refer to the Sixth Edition of the Publication Manual
of the American Psychological Association (2010)
790.054.XX – Innovative Leadership – Instructor’s Name – Page 9 of 13
Title Page
 The Title Page is page 1.
 The Running head (the first 50 characters of the title) should be typed flush left in uppercase
letters following the words “Running head:” It appears on the line below the short title and
page number. Running heads should not exceed 50 characters, including punctuation and
spacing.
 Paper Title: Uppercase and lowercase letters are used. The title is centered on the page. The
recommended length for a title is 10-12 words.
 Author: Uppercase and lowercase letters are used; the author’s name is centered on the line
following the title.
 Affiliation: Uppercase and lowercase letters are used; the affiliation is centered on the line
following the author.
See APA sample paper, section 2.1, page 41; section 8.03, page 229; and sections 2.01-2.03,
pages 23-25.
Abstract
 The abstract, if required, is page 2.
 The heading “Abstract” is centered on the first line.
 The abstract (not indented) begins on the line following the Abstract heading.
 The abstract does not exceed 120 words.
 All numbers in the abstract (except those beginning a sentence) are typed as digits rather than
words.
 The abstract is a brief, comprehensive summary of the contents of the paper. A good abstract
is accurate, self-contained, concise, non-evaluative, and coherent.
Body
 The body of the paper begins on page 3 (or page 2 if no abstract is required).
 The title of the paper (in uppercase and lowercase letters) is centered on the first line below
the short title and page number.
 The introduction (which is not labeled) begins on the line following the paper title.
790.054.XX – Innovative Leadership – Instructor’s Name – Page 10 of 13
Punctuation and Numbering
 Use the last serial comma (e.g., in a series, place a comma before “and”).
 All numbers 10 and above are expressed in figures (e.g., 15) with the exception of numbers
beginning a sentence; they are expressed in words.
 All numbers below ten are expressed in words (e.g., four). An exception to this rule is
numbers that represent time, dates, ages (4 hours, 3 weeks, 7 years old) and numbers that
represent parts of manuscripts (e.g. Part 3, Table 2, pages 4-9).
Quotations and In-text Citations
 All material that is not the author’s own and is not common knowledge is cited.
 All direct quotations are enclosed in quotation marks and are cited. The citation includes the
author(s) last name(s), the year of publication and the page or paragraph number.
 Direct quotations of 40 words or less are indicated by quotation marks at the beginning and
end of the quotation.
 Direct quotations of 40 or more words are in block format (indented 5 spaces from the left
margin) and without quotation marks.
 In-text citations provide:

author’s last name (sometimes in a signal phrase),

last names for multiple authors of a single document are joined with an ampersand (&)

the year of publication (n.d., for “no date,” is used when the year of publication is not
available;

a page number in parentheses for direct quotations and paraphrases. The abbreviation
for page is “p.” For electronic sources, include a paragraph number or combine a
section description with a paragraph number: (¶7) or (para. 7) or (Conclusions section,
¶ 4).
Example: (Doe, 2006, p.3)
(Doe & Smith, 2006, p.3)
(Doe, n.d., p.3)
(Doe, 2006, para. 7)
Consult APA sections 6.11-6.21, pages 174-179 for formatting in-text citations when there are more
than 2 authors, when the author is a company, when no author is credited, etc.
790.054.XX – Innovative Leadership – Instructor’s Name – Page 11 of 13
Reference Page
 All sources included in the reference section are cited in the body of the paper.
 All in-text citations (with the exception of personal communications, which are not
retrievable) appear on the reference page.
 The heading “References” is centered on the first line.
 Reference entries are double spaced, as is the rest of the manuscript.
 References (with hanging indent) are arranged alphabetically by the last names of first
authors. Entire reference page is double-spaced.
 All references include author(s), year of publication, title, and publishing data
 All author’s names are inverted and first initials are used rather than first names. e.g.: Jane
Doe becomes Doe, J.
 The titles and subtitles of books are italicized; only the first word of the title and the subtitle
(and all proper nouns) are capitalized. Example:
Doe, J. (2006). The art of writing well: A guide for writing in APA style. Boston:
Great Books Publishing.
 The names of periodicals and volume numbers are italicized. The names of periodicals are
capitalized as you would capitalize them normally. e.g.:
Doe, J. (2006). The challenge of writing well. Writing Review, (42) 1.
 The names of Web pages or the titles of sections are italicized and only the first word of the
title and subtitle (and all proper nouns) are capitalized. e.g.:
Doe, J. (2006). Writing well made easy: A writer’s guide. Retrieved April 5,
2006, from http://writing.well.com
 When referencing an electronic source, one approach is to give the date it was retrieved and
the url (see example above). Another is to give its digital object identifier (doi):
Johnson, B.T., & Eagly, A. H. (1989). Effects of involvement in persuasion: A metaanalysis. Psychological Bulletin, 106, 290-314. Doi: 10.1037/00332909.106.2.290
See References, APA sections 6.22-6.32, pages 180-189. Sample reference list, page 59.
790.054.XX – Innovative Leadership – Instructor’s Name – Page 12 of 13
Grading Rubric for Innovative Leadership
Assignment:
Name:
Assessment
Item /Group
Not Good/Adequate
Good Performance
Very Good
(A) Objective(s)
Observable/tangible
Clear
Sharp
(B) Discussion of
Issue(s)
Presents basic issue(s)
Discusses several interrelated
issues
Discusses a full range of
pertinent issues
(C) Argument(s)
Generally defined
Stated clearly
Concise and well- articulated
(D) Leadership
Theory
Mentioned
Applied
Fully integrated
(E) Pragmatic
(Opinion)
Expressed a view
Conviction
Persuasive
(F) Frame(s)
Basic, ordinary
Cutting edge
Unique, Insightful
(G) Completeness
(Analysis)
Meets minimum requirements
Presents a detailed assessment Complete in details, complexity
and interpretation
(H) Executive
Presence
Minimum in scope
Good to strong
Very strong and dynamic
Point Totals
0-23/27-29
30-35
36+
Scoring Legend
A 36+, A- 30-34, B+ 27-29, B 24-26, C 19-23, C- 16-18, F 0-15
790.054.XX – Innovative Leadership – Instructor’s Name – Page 13 of 13
Carey Business School
Policies and General Information
Blackboard Site
A Blackboard course site is set up for this course. Each student is expected to check the site throughout the
semester as Blackboard will be the primary venue for outside classroom communications between the
instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for
Blackboard is available at 1-866-669-6138.
Course Evaluation
As a research and learning community, the Carey Business School is committed to continuous improvement.
The faculty strongly encourages students to provide complete and honest feedback for this course. Please
take this activity seriously; we depend on your feedback to help us improve. Information on how to complete
the evaluation will be provided toward the end of the course.
Disability Services
Johns Hopkins University and the Carey Business School are committed to making all academic programs,
support services, and facilities accessible. To determine eligibility for accommodations, please contact the
Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first
class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-2349243, by fax at 443-529-1552, or by email.
Honor Code/Code of Conduct
All students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit
their pledge online. Students who fail to complete and submit the pledge will have a registrar’s hold on their
account. Please contact the student services office via email if you have any questions.
Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the
instructor requires them for test taking. Students must seek permission from the instructor to leave the
classroom during an in-class test. Test scripts must not be removed from the classroom during the test.
Other Important Academic Policies and Services
Students are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic
Catalog and Student Resources for information regarding the following items:
 Statement of Diversity and Inclusion
 Student Success Center
 Inclement Weather Policy
Copyright Statement
Unless explicitly allowed by the instructor, course materials, class discussions, and examinations are created
for and expected to be used by class participants only. The recording and rebroadcasting of such material, by
any means, is forbidden. Violations are subject to sanctions under the Honor Code.