BA 606 Team

Management
Instructor Information Hybrid Course
Dr. Jay Conner

Ms. Tara Lawson

Email:
[email protected]
[email protected]
Course Information
Course Number: BA 606
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.

Course Description:
Course Description: This course will explore the psychological contract between leader and
follower that take many forms between two people or between the leader and groups. Students
will study group formation and group development as well as the intricacies of coaching,
mentoring, and disciplining.

Course Objectives & Learning Outcomes

Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what
separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time
pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.

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

Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)

Published by Pearson

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

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

Unless otherwise noted, all written learning activities should include citations and references, as
appropriate, using APA format. Students are encouraged to utilize the APA Publication
Manual, Sixth Edition for explicit guidance and direction. Failure to cite properly can

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result in a failing grade. Students with questions or concerns about their writing – particularly
how to cite and reference appropriately – should contact the instructor or the writing center .
Submitted Work Naming Convention

Save and submit all your work as a ###instructor insert file type here## file. Make sure to save
your files using the convention LAST NAME, FIRST INITIAL, COURSE ABBREVIATION,
SEMESTER AND YEAR, AND ACTIVITY NAME OR NUMBER.
Example: Smith_L_BA_495_FA14_CaseStudy1
Time Management and Late Activities
Expect to spend approximately 5-8 hours per week for undergraduate courses and 12-15 hours
per week for graduate courses. You should spend approximately 3-4 hours online each week
(reading and responding to others) and 1-4 undergraduate hours or 8-11 graduate hours off-line
(reading and completing written learning activities). Make sure to give yourself enough time to
submit work that represents the best of your abilities and that has been completed without
collaboration with other students. Collaboration without instructor knowledge/permission is
considered academic dishonesty and can result in a failing grade for the course.
Deadlines are an unavoidable part of being a professional; this course is no exception.
Avoid any inclination to procrastinate. To encourage you to stay on schedule, due dates
have been established for each learning activity. The late submission policy is as follows:
A. Please review the course schedule for all reading assignments and due dates of
quizzes, assignments, discussions, etc.
B. All discussions must be completed each week.
C. Late assignments including discussions will not be accepted.
D. There are no make-up work for all assignments (discussions, papers, quizzes,
team assignment, etc).
It is your responsibility to ensure your learning activities are uploaded into Moodle properly and
on time. After learning activity upload you can go back into the assignment area in Moodle to
ensure your learning activity has been uploaded. It is also your responsibility to allow enough
time so that if there is an issue with the upload or a technology glitch, you still have time to
upload your learning activity before the due date.

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

Letter Grade Definition Quality Points per

Semester Hour

A Excellent 4

B Good 3

C Average 2

D Lowest Passing Grade. 1

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

F Failure 0

I Incomplete 0

W Withdraw 0

WA Withdraw – Absence 0

Evaluation of Learning Activities

Timeline for Submission
Please note: Course weeks are from Monday through Sunday. All required activities must be
submitted in the appropriate places on Moodle. Specific due date for each activity (discussions,
quizzes, exam, papers, cases, etc.) will be posted.
Discussions
Active participation is a must in this course. Each week one or more key discussion questions,
activities, debates, etc. will be posted. You will be required to respond to the main discussion
question and then also make comments on a response from another student in the course. The
quality of the responses is the key here.
A running dialog about course topics will be maintained via the Moodle discussion forums. It is
expected that you will fully participate in the online discussions. This means posting your own
thoughts about the weekly topics and properly cited as appropriate, commenting on others’
ideas, and responding to questions about your own postings. Class participation points will be
based more on quality than quantity. While it is relatively easy to post numerous, non-

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substantive comments, it takes more thought and effort to post intelligent, meaningful comments
that move the discussion forward. For example, a meaningful post tends to:
 Provide concrete examples, perhaps from your own experience or cited from the
reading
 Identify consequences or implications
 Challenge something that has been posted – perhaps by playing devil’s advocate
in a professional way
 Pose a related question or issue
 Suggest a different perspective or interpretation
 Pull in related information from other sources with proper citation – books,
articles, websites, courses, etc.
Consider your time commitment to our online discussions to be critical to your success as a
learner, as well as to the success of the course. Because ongoing participation in discussion
forums is expected, points will be assigned to each activity. Participation scores will be based
on three primary criteria:
1. Frequency and timeliness of postings;
2. Content of your discussion forum postings (the thoughtfulness/reflection that
goes into your responses and the extent to which they address the topic for
the week, including the assigned readings); and
3. Adherence to online protocol.
Discussion (24%)
Each Module, topics for discussion will be found in the discussion area of the course. In-depth
discussion is an essential part of online learning, and is also an important factor in your grade
as well.
A minimum of four posts is required for each Module. Each post is required to be a significant
post. Just agreeing or disagreeing with a student is not a post. Neither is asking a question.
 Significant posts are at least 300 words and require some information from the text,
academically reviewed papers, some significant commentary that requires knowledge of
the subject matter, a web link to an article or other source in order to be accepted
 Posts on your responses to your classmates’ postings should be at least 150 words
and require some information from the text, academically reviewed paper, some
significant commentary that requires knowledge of the subject matter, a web link to an
article or other source in order to be accepted.
 Provide appropriate APA in-text citations and references.
 You must participate in all discussion topics.
The instructor will determine if a post meets the criteria of a significant post.
Cutting and pasting an article is not a significant post.

The grading scale for discussion is as follows:

Original Discussion:
Your original post (direct response to the discussion topics/questions) is worth 20 points.
Participation (responding to your classmates’ postings): 10 Points

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 Each Module stands on its own. Thus, you cannot make-up points from a previous week.
Please make every effort to participate in all discussions.
Graded Assignments
Team Assignments (24%):
You will be assigned to groups when the course starts, along with a private group discussion
forum. You will have four team assignments occurring in Modules 2, 4, 6 and 8. Each team
assignment will be made available no later than the beginning of the Module in which the team
assignment is due. Additional instructions will be provided when team assignments become
available.
Team Power Point Presentations (12%):
As a team, you will be assigned topics every two weeks. You will develop power point
presentation on each topic. Use APA format throughout. Include appropriate references.
Additional instructions will be provided when topics are assigned.

Quizzes/Exams
Quizzes (40%):
Quizzes will be based on reading assignments (textbook). Quizzes will be completed on
Moodle. Each quiz is worth 50 points each. Additional instructions will be provided when quiz
becomes available.

Grading

Assignment Points
Discussions (8 @ 30 points each) 240 points

Quizzes (8 @ 50 points each) 400 points

Team Assignments (4 @ 60 points each) 240 points

Team Power Point Presentations (8 @ 15 120 points

points each)

Total 1000 Points

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

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

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

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

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

Module Topic Learning Activities Due Dates

1. Teams in Organizations:
Module 1: Basics of Teamwork Chapter 1  See due dates on
2. discussions (30 points) discussions in
Weeks 1
and 2:
Virtual Residency 3. Complete Module 1 Quiz:
Module 1 discussion
links.
information will be Chapter 1 (50 points).
 Quiz 1 is due no later
posted by August 4. Team Power Point
than the last day
Presentation (15 points)
30. (Sunday) of week 2.
 Power Point
Presentation due
the last day of
(Sunday) of week 2

1. Performance and Productivity:

Module 2: Basics of Teamwork Team Performance Criteria and  See due dates on
Threats to Productivity: Chapter discussions in
Module 2 discussion
2
Weeks 3 links.
2. Rewarding Teamwork: Chapter
and 4: 3
 Module 2: Quiz 2 is
due no later than the
3. Complete Module 2
discussions (30 points)

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 4. Complete Module 2 Quiz: last day (Sunday) of
Chapters 2 and 3 (50 points): week 4.
Due no later than Sunday at  Team Assignment 1
11:50 PM EST is due no later than
5. Complete Team Assignment 1 the last day (Sunday)
(60 points) of week 4
6. Team Power Point  Power Point
Presentation (15 points) Presentation due
the last day of
(Sunday) of week 4

1. Designing the Team: Tasks,

Module 3: Internal Dynamics People, and Processes  See due dates on
Chapter 4 discussions in
Weeks 5 Module 3 discussion
and 6: 2. Team Identity: Chapter 5
links.
3. Complete Module 3
discussions (30 points)
 Quiz 3 is due no later
than the last day
4. Complete Module 3 Quiz:
(Sunday) of week 6.
Chapters 4 and 5 (50 points)
 Power Point
5. Team Power Point
Presentation due
Presentation (15 points)
the last day of
(Sunday) of week 6

1. Sharpening the Team Mind:

Module 4: Internal Dynamics Communication and Collective  See due dates on
Intelligence Chapter 6 discussions in
Weeks 7 Module 4 discussion
and 8: 2. Team Decision Making: Pitfalls
links.
and Solutions Chapter 7
3. Complete Module 4
 Quiz 4 is due no later
than the last day
discussions (30 points)
(Sunday) of week 8.
4. Complete Module 4 Quiz:
 Team Assignment 2
Chapters 6 and 7 (50 points).
is due no later than
5. Complete Team Assignment 2
the last day (Sunday)
(60 points)
of week 8
6. Team Power Point
 Power Point
Presentation (15 points)
Presentation due
the last day of
(Sunday) of week 8

1. Conflict in Teams: Leveraging

Module 5: Internal Dynamics Differences to Create  See due dates on
Opportunity: Chapter 8 discussions in
Weeks 9 Module 5 discussion
and 10: 2. Creativity: Mastering Strategies
links.
for High Performance: Chapter
9
 Quiz 5 is due no later
than the last day
3. Complete Module 5
(Sunday) of week 10.
discussions (30 points)
4. Complete Module 5 Quiz:
 Power Point
Presentation due
Chapters 8 and 9 (50 points):
the last day of
5. Team Power Point
(Sunday) of week 10
Presentation (15 points)

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 1. Networking, Social Capital, and
Module 6: External Dynamics Integrating across Team:  See due dates on
Chapter 10 discussions in
Weeks 11 Module 6 discussion
and 12: 2. Complete Module 6 Quiz:
links.
Chapter 10 (50 points)
3. Complete Team Assignment 3
 Quiz 6 is due no later
than the last day
(60 points)
(Sunday) of week 12.
4. Team Power Point
 Team Assignment 3
Presentation (15 points)
is due no later than
the last day (Sunday)
of week 12
 Power Point
Presentation due
the last day of
(Sunday) of week 12

1. Leadership: Managing the

Module 7: External Dynamics Paradox: Chapter 11  See due dates on
2. Interteam Relations: discussions in
Module 7 discussion
Competition and Cooperation:
Weeks 13 links.
Chapter 12
and 14: 3. Complete Module 7 Quiz:
 Quiz 7 is due no later
than the last day
Chapters 11 and 12 (50 points)
(Sunday) of week 14.
4. Team Power Point
 Power Point
Presentation (15 points)
Presentation due
the last day of
(Sunday) of week 14

Module 8: External Dynamics 1. Teaming Across Distance and  See due dates on
Culture: Chapter 13 discussions in
Module 7 discussion
2. Complete Module 8 Quiz: links.
Weeks 15 Chapter 13 (50 points)
and 16:  Quiz 8 is due no later
3. Complete Team Assignment 3 than the last day
(60 points) (Sunday) of week 16.
4. Team Power Point  Team Assignment 4
Presentation (15 points) is due no later than
the last day (Sunday)
of week 16
 Power Point
Presentation due
the last day of
(Sunday) of week 16

Syllabus Course # Page 9 of 15

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

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Specific Netiquette for Various Communication Tools

Email Netiquette for Academic Purposes

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

Discussion Board and Forum Netiquette for Academic Purposes

 Pay attention to the discussion question posed by the instructor and answer the
question in your posting.
 Label your posting appropriately to fit your message; an automatic reply keeps
the instructor and class from looking down the list to find your message quickly.
For example, if you’re posting your speech topic for approval, could you find your
group members’ postings out of a list of 30 subject lines that say “Re: Speech
Topic”?
 Respond to other student postings; after all, this is a discussion that is occurring
in an on-line format. To engage in the discussion, read other postings and
respond to them directly.
 If other students reply to your posting, respond to their questions or comments.
As you would in a face-to-face conversation, acknowledge the person speaking
to you.
 If you don’t have anything substantial or constructive to say for your reply, please
do not reply. Responses like “that’s nice” do not keep the discussion going.
 For long responses, attach a document and type a message in the discussion
box indicating what is in the attachment.
Students who choose to violate these policies are subject to disciplinary action which could
include denial of access to courses, suspension, and expulsion.

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Academic Integrity
Each person has the privilege and responsibility to develop one’s learning abilities, knowledge
base, and practical skills. We value behavior that leads a student to take credit for one’s own
academic accomplishments and to give credit to other’s contributions to one’s course work.
These values can be violated by academic dishonesty and fraud.
Academic honesty is essential to the maintenance of an environment where teaching and
learning take place. It is also the foundation upon which students build personal integrity and
establish standards of personal behavior. Campbellsville University expects and encourages all
students to contribute to such an environment by observing the principles of academic honesty
outlined in the Bulletin Catalog and the Online Student Handbook.
Title IX
Campbellsville University and its faculty are committed to assuring a safe and productive
educational environment for all students. In order to meet this commitment and to comply with
Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the
University requires all responsible employees, which includes faculty members, to report
incidents of sexual misconduct shared by students to the University’s Title IX Coordinator.
Please contact the Title IX Coordinator, E.J. Pavy, at 270-789-5016 or
[email protected]
E.J. Pavy
1 University Drive
UPO Box 944
Administration Office 8A
Campbellsville, Kentucky 42718

Information regarding the reporting of sexual violence and the resources that are available to
victims of sexual violence is set forth at: www.campbellsville.edu/titleIX.
Americans with Disabilities Act
No qualified individual with a documented disability shall be excluded from participation in,
denied benefits of, or otherwise subjected to discrimination in any of Campbellsville University’s
programs, courses, services and/or activities in compliance with the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990. Requests for reasonable accommodations
in programs, courses, services and/or activities requires current (i.e. within three years)
documentation of the disability after acceptance to the University and before registration.
Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If a
student has a documented disability or condition of this nature, he or she may be eligible for
disability services. Documentation must be from a licensed professional and current in terms of
assessment (within the last 3 years). Please contact the Coordinator of Disability Services,
Teresa Elmore, at (270) 789-5192 [email protected] or Ashley Abner at (270)
789-5450 [email protected] to inquire about services.
Verification of Disability
The Coordinator of Disability Services will ask for documentation to verify the disability, and if
appropriate, will cooperate with instructors and Academic Support services to facilitate and track
accommodations and services.

Syllabus Course # Page 12 of

No accommodation will be provided without documentation. In addition, Campbellsville
University will be unable to provide accommodations in the classroom if the student does not
give permission to notify faculty that accommodations are needed. Information regarding a
student’s disability is considered confidential. Information will not be released to anyone without
the express written permission of the student.
Reasonable Accommodations:
 Accommodations are provided on an individual basis.
 Accommodations are provided to support the educational development of
students with disabilities.
 In addition to the academic support services available to all Campbellsville
University students, some examples of reasonable accommodations include
extended time for tests, administration of oral test, note-taking assistance,
and use of assistive devices such as calculators or computers.
Disability Services
Within the office of Career Services, accommodations are provided for students with disabilities.
Helping remove barriers is the goal of Disability Services. Students who have a documented
physical, psychological, emotional, and/or learning disability can work with Career Services to
receive necessary accommodations. Students who want to inquire about required
documentation and possible accommodations may contact the office of Career Services by
calling (270) 785-5192 or emailing Teresa Elmore [email protected] or Ashley
Abner at [email protected].
Official Email
The @campbellsville.edu extension will be considered the official e-mail address for writing and
forwarding electronic correspondence.
Academic Appeal and Complaint Process
A student may appeal the fairness of any academic action or register a complaint, including a
course grade, to the Academic Council following consultation with his/her advisor, the professor,
and the appropriate department chair and/or the dean. Such an appeal must be submitted in
writing to the vice president for academic affairs by end of the regular semester after the
semester in which the action was taken. The Academic Council will then determine whether a
hearing is necessary. The decision of the Academic Council is final. Student complaints other
than appeals for course grades should be submitted in writing to the vice president for academic
affairs. When the complaint is against the vice president for academic affairs, it should be
submitted in writing to the president of the University.
Other Important Matters/Textbook and Technology Issues
It is the responsibility of students to be prepared for class which means they should have all
required course materials and texts at the start of class as well as reliable access to required
technology tools and the internet for the duration of the course.
In extreme situations, where there is delay in the shipping or procurement of materials, faculty
will make reasonable accommodations during the first week of class only. Please make every
effort to have all the required materials no later than week 2.
Similarly, I will not accept individual technology issues or internet access as a reason for late
work. Be sure to have a back-up plan in case of unexpected glitches, viruses or inaccessibility.
Libraries, business centers, friends and family are frequently used alternatives. Additionally,

Syllabus Course # Page 13 of

work must be submitted on time and as directed in the course instructions using Microsoft Office
software version 2000 or higher. Work submitted in other formats such as Word Perfect or Open
Office will not be accepted.

The instructor reserves the right to make changes to class materials and/or syllabus
when necessary.

Syllabus Course # Page 14 of

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

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