This course uses case studies, debates and discussion to address management, political and philosophical issues in the turfgrass industry. The course integrates knowledge of current turfgrass management practices and social awareness to solve problems and effectively communicate solutions. Problem solving skills are introduced and applied to case studies. Communication skills are emphasized including formal writing and succinct presentation skills.
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Academic Department (or campus):
Class Schedule and Location:
At the end of this course, students should be able to:
1. Understand and be able to implement different problem solving and decision making techniques
2. Better communicate in a clear and concise manner through writing
3. Have an increased understanding of interpersonal communication and be able to better communicate decisions with stakeholders and team members
4. Have an increased understanding of the reasons behind certain management decisions
5. Have an increased ability to problem solve within all aspects of turf management operations
Tuesday lectures will address one or two main learning objectives, including learning a problem solving or decision making technique, and presentation of background information pertinent to the upcoming case studies that will also be released in class on Tuesdays. Tuesdays will also be used for in-class peer review of case study assignments the week following their release i.e. students will have one week to generate a draft copy of their case study assignments for in-class peer-review.
Thursday lectures will begin with an interactive review of concepts learned in lecture on Tuesday and address any questions in preparation for quizzes that will also happen throughout the semester as described in this course outline. Thursday class time will also be used for associated discussion, presentation, and brainstorming relating to course material and case study assignments.
Course Assignments and Tests:
|Assignment or Test||Contribution to Final Grade||Learning Outcomes Assessed|
In-class case study Peer Review
Semester Review Quiz
1, 4, 5
- There is no class scheduled on January 14 or 16, 2020 due to class involvement in the Ontario Golf Superintendents' Association (OGSA) conference. There is no class scheduled on January 28 or 30, 2020 due to class involvement in the Golf Industry Show/Turf Bowl in Florida. There is also no class scheduled on February 18 or 20, 2020 due to W20 Reading Week.
- The course consists of a number of learning activities referred to as case studies. These case studies will be the vehicle to achieve the learning outcomes for the course. While there are due dates listed for the case studies, these are a guideline, and may be subject to change based on the peer review process or other unforeseen reasons. If required, changes to the submission dates will be decided by a democratic process in class, similar to the process described in Section VIII, Resolution 5, of the UofG Associate Diploma Regulations and Procedures document. Any revised dates will be announced in-class and posted on Courselink.
- A total of 10 case studies will be presented in class throughout the semester, and each student will be assigned 5 case studies to complete. For example, case study 1 will have topics A and B. Half of the class will be assigned topic A, half of the class will be assigned topic B. For the peer review process, students with topic A will be providing a review to a student with topic B, and vice-versa, so all members of the class get a chance to be exposed to both case studies. Draft case study submissions and peer-reviews will be due at the end of class on Tuesdays according to the class schedule. Students will be required to submit an electronic copy of their peer review marking sheet with their final draft so the instructor can see if comments and edits have been incorporated.
- The case study submissions will be written reports of varying formats (e.g. formal letter, report to a manager, budget presentation, essay, etc.), and format will relate to the lecture material presented in class.
- Online activities (including online quizzes) will be assigned to increase the student’s grasp of the learning outcomes throughout the semester. Online activities also include final case study submission to Courselink Dropbox and there are a total of 5 quizzes throughout the semester. On the week quizzes are due (see course assessment), quizzes will be available beginning Tuesday after class and remain available until 5PM on Friday of that week. Students will have 30 minutes to complete each quiz and will be allowed two attempts. The highest scoring attempt will count as the final quiz grade.
- Remember to check Courselink on a regular basis for course updates and assignment reminders!
- Class participation is an important component of this class and will include meaningful involvement in discussions and in-class activities (such as brainstorming). Participation in the peer review process also contributes to your overall participation grade.
Courselink will be the primary resource for the course. Links to articles and other supplementary materials will be updated in the Course Content section of Courselink.
Case studies will be assigned throughout the semester according to the schedule described in this course outline. Late assignments will be accepted for one week after the due date. Late assignments will be docked by 20% per business day they are late. One day late = 20%
reduction in the final grade, two days = 40% reduction, etc. The assignment will be graded and then the deduction will be made from the student’s final score.
Online activities will be graded as the student completes them although access will be given for a limited number of days, with the minimum access being 4 days of University business. When activities close, if not completed, they will be considered missed by the student and the student will receive zero for the assignment.
In-class activities will be assigned a grade of zero if students are not present at the time of evaluation. Evaluation dates other than those that fall under the category of in-class participation activities are listed in Section 4 of this outline under Course Assignments and Tests/Additional notes.
If assignments are missed for health or other considerations then the student can request academic consideration through the proper University procedures.
Course Policy on Group Work:
All assignments should be submitted individually and represent the students own novel work. In class activities may be done in groups and students are not discouraged from sharing ideas.
Course Policy regarding use of electronic devices and recording of lectures
Electronic recording of classes is expressly forbidden without consent of the instructor. When recordings are permitted they are solely for the use of the authorized student and may not be reproduced, or transmitted to others, without the express written consent of the instructor.
Other Course Information:
When you find yourself unable to meet an in-course requirement because of illness or compassionate reasons, please advise the course instructor in writing, with your name, id#, and e-mail contact. See the academic calendar for information on regulations and procedures for Academic Consideration:
- For Graduate Students: https://www.uoguelph.ca/registrar/calendars/graduate/2018-2019/genreg/sec_d0e2182.shtml
- For Undergraduate Students: https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08-ac.shtml
- For Diploma Students: https://www.uoguelph.ca/registrar/calendars/diploma/current/c08/c08-ac.shtml
The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community, faculty, staff, and students to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring.
University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor.
The Academic Misconduct Policy is detailed in the University Calenders:
- For Graduate Students: https://www.uoguelph.ca/registrar/calendars/graduate/2018-2019/genreg/sec_d0e2632.shtml
- For Undergraduate Students: https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/c08-amisconduct.shtml
- For Diploma Students: https://www.uoguelph.ca/registrar/calendars/diploma/current/c08/c08-amisconduct.shtml
The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact the Student Accessibility Services (SAS), formerly Centre for Students with Disabilities (CSD), as soon as possible.
Course Evaluation Information
Your ratings and comments are important. Course evaluation data are used to assess and enhance the quality of teaching and student learning at the University of Guelph. Student course ratings and comments are used as an important component in the Faculty Tenure & Promotion process, and as valuable feedback to help instructors improve their teaching effectiveness and to improve the delivery of the course.
Your responses will not affect your grade. Course evaluation data are distributed to individual instructors after final grades have been submitted to the Registrar, following the completion of each academic semester.
Please be honest, respectful, constructive and thorough. Instructors and review committees place great value on student course ratings and read all comments provided in course evaluations. It is helpful to provide comments on the strengths of the course, in addition to the areas for improvement. Please refrain from personal comments unless they relate to teaching and learning.