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Department of Systems and Operations ManagementSOM306, Operations ManagementProfessor Ardavan Asef-Vaziricenter2548255aa2035@csun.edu0aa2035@csun.eduPersonal IntroductionOffice Hours: M; 1-2, W; 2-3, or by appointment. all emails will be responded to in 1-12 hours following an approximately exponential distribution. In Exponential distribution, the probability of small numbers is higher than that of large numbers.You may also walk with me to my office on M&W after class.-571500192405Count what is countable. Measure what is measurable. What is not measurable, make it measurable.Galileo Galilei, 1564 -1642.0Count what is countable. Measure what is measurable. What is not measurable, make it measurable.Galileo Galilei, 1564 -1642.Tentative Syllabus- Subject to Revision (revision date- August 23, 2022)2993390165100In God we trust,all others must bring data. W. Edwards Deming 1900-1993.00In God we trust,all others must bring data. W. Edwards Deming 1900-1993.A Premise. Skills learned in this course will be of great use no matter what path students choose to follow. The class is developed with the premise that good strategic decisions cannot be made without access to relevant analytics, and all analytics should be designed to support decision-making. As a result, students will develop critical thinking, the ability to formulate and analyze problems, and support their recommendations with analytics that use data literacy and computing skills. Excel is fully embedded in this course. The skills you will develop in learning Excel functions and formulas and the knowledge you will gain in developing spreadsheet modeling will improve your quantitative capabilities and put you in a better position in the job market. Excel, Project Management (or time management), and Communications skills are recognized as the top three skills employees are looking for in Business Schools. While this course will not play a role in improving your writing skills, we will learn the other higher layers of communication, including Tabular representation, Schematic Representation, and Quantitative Representation. These three types of communication will profoundly enhance your narrative representations. I hope the material I have put together motivates you to have Physical Presence, Mental Presence, and Collaborative Presence in this course throughout the semester. Prerequisite. Welcome to SOM306-Asef. While the only formal prerequisite of SOM306 is SOM120, it is a mistake if you take SOM306 without completing BUS302. It is a big mistake if you have not completed all the lower division courses of ECON160, ECON 161, ACCT220, ACCT230, and IS212 or equivalent. I have extensively analyzed the data for the past 16 years. I recommend this as a teacher concerned about your academic success and the professional career you will build on. My analysis indicates that it is beneficial to take your core courses in a sequence that starts with BUS302, then MGT360 and FIN303, and then take MKT304 and SOM360. I encourage you to take SOM306 after taking at least one core course. Student-Centered Learning System. Given the progress in bio-tech, life expectancy may exceed 100 years, and you may have 70 years of useful working life. Given the progress in info-tech, you may need to re-invent yourself 7-10 times. The professors and tutors will not be there over your 50+ years of working life. You, as an analytical thinker, your teammates, and cluster-mates that you have or will find over your useful working life will always be there. I encourage active, collaborative, and team-based learning. The strategic idea in delivering this course is the concept of satellite-micro-campuses, where the in-class lecturing role of the instructor is upgraded to strategic direction, coaching, problem-solving, and troubleshooting. In a satellite-micro-campus, groups of 3-5 students will go through active learning (in coffee shops, libraries, on-campus, and on ZOOM or similar communication tools during COVID-19). It is achieved using the network of resources, learning processes, extensive assessment, and early alert system provided by the professor, where the students will learn to play the role of an aggregate-self-teacher through their teams and clusters of teams. Please note that according to Carnegie hours standard, the students are expected to allocate two additional hours for each hour of the scheduled class. Assuming V=C(R+P), where V is the value created by this course, R and P are the resources and learning processes developed by the professor, and C represents the capabilities developed by the students. Conceptually speaking, R and P have an additive impact, while C has a multiplicative impact. The students, not the professors, play a crucial role in the skills, knowledge, and abilities improvement process.I have provided you with well-organized online resources, including animated PowerPoint, Excel worksheets, YouTube lectures embedded in PowerPoint slides and Excel Sheets, and problem solutions supported by Excel worksheets with embedded YouTube recordings. Let us work with each other and gradually change the role of the professor to a coach or facilitator. The idea is to transfer push-teaching into pull-learning, where the students are the most precious resource in the learning process. I provide a learning environment that is (i) smooth; by having the workload uniformly distributed over the semester due to well-paced recorded lectures, (ii) lean; to motivate the students not to postpone watching the lectures and learn the material in a paced manner due to weekly quizzes that provide early alerts starting from the first week of classes, and (iii) synchronized because CANVAS, YouTube, and Internet resources provide everything you need, and you can bring your questions to ZOOM sessions. All the lectures and solved problems are recorded and uploaded to YouTube and are embedded inside the PowerPoint slides and Excel Sheets. I ALWAYS encourage the students to watch the lectures one week ahead. Then the student has one whole week to ask potential questions. Perhaps you cannot access the video because you have not clicked on “Enable Content.” It comes up when you first open the file. If not succeed, copy the link, and paste it into a browser. Please post your questions on the discussion board 1-2 days before our class sessions. I will then go through the questions in order of their benefit to all the participants in our class sessions. For office hours, please access ZOOM through the link provided on CANVAS. Operations Management Defined. Operations Management, Marketing, and Finance are the three primary functions of business organizations. Operations Management focuses on how managers can design and operate processes in manufacturing, service, and public systems with discrete flow units. Examples include the flow of cars in a GM assembly plant, the flow of customers in a Wells Fargo branch, the flow of patients at Northridge Hospital, the flow of retired and other eligible people in a social security center, the flow of cash in Fidelity Investments, and the flow of students during their two-to-six year undergraduate program at David Nazarian College of Business and Economics. In all these systems, flow units (natural resources, semi-finished goods, parts and components, products, customers, patients, cash, students, homeless citizens, etc.) flow through a set of processes, formed by a network of value-adding activities (production processes, surgery operations, order-fulfillment, online or face-to-face teaching, community-based projects, fostering, etc.), and non-value-adding buffers (storages, warehouses, inspections, waiting lines, text messaging inside classrooms, etc.), using human resources (workers, technicians, engineers, managers, surgeons, nurses, clerks, professors, social workers, volunteers, etc.) and capital resources (equipment, buildings, classrooms, hardware, software, food-banks and shelters, etc.), under a value system and information infrastructure (production scheduling and control, project planning and control, robust education, grading system and transcripts, welfare, etc.) to become a desired output (products and by-products, invoices, cash, graduates, etc.). The reason for the existence of Operations Management is in strategic, tactical, and operational decisions for the design, management, and improvement of processes to achieve the desired output defined in the four-dimensional space of quality, cost, time, and variety. We implement the process view as the unifying paradigm and a structured, data-driven approach to study the core concepts of Operations Management. If we wish to define Operations Management (OM) in one line, (i) OM is the set of concepts, models, and methods enabling us to create flow in an operational system. A smooth flow leads to short flow time, short cycle time, balanced flow, and identification of internal or external bottlenecks. If we add a second line to this definition, (ii) OM is the set of concepts, models, and methods, enabling us to understand trade-offs and the efficient frontiers defined in the four-dimensional space of cost-quality-time-variety. If we are compelled to add a third line to our definition, (iii) OM is the set of concepts, models, and methods, enabling us to reduce variability (variability in lead times, throughput, costs, quality, etc.). If we are asked to add a fourth line to this definition, (iv) OM is the strategic positioning of product buffers (safety and cycle inventory), capacity buffers (safety capacity and bottleneck), and time buffers (customers waiting for the product). Finally, (v) OM is the set of concepts, models, and methods enabling us to align product attributes with our customer value propositions and to align our customer value proposition with process competencies in the four-dimensional space of cost, quality, time, and variety. SOM306 is an introductory course in Operations Management. You will be introduced to terminologies, concepts, ideas, techniques, tools, models, and methodologies in the design and operations of manufacturing and service systems. Operations Techniques, such as short-term and long-term forecasting, process flow analysis, capacity planning, throughput and performance analysis, cycle time and flow time reduction, deterministic and probabilistic inventory models, the theory of constraints, waiting-line analysis, optimization models, lean operations, process control and project control are introduced. Links to Program Mission. The specific features of the course are depicted below. Quantitative and Analytical. The most crucial goal of our OM course is to improve our students’ quantitative and analytical capabilities. We will learn the fundamentals of analytical problem solving and a quantitative approach to discussing the core OM concepts and making better OM decisions.Spreadsheet Modeling. Our second main goal is to improve our Excel skills. Our students will deepen their understanding of spreadsheet modeling. Excel is fully embedded in this course. We have learned that understanding the knowledge behind OM models and developing small pilot spreadsheets will improve the quantitative capabilities of our students. Our web-based simulation games also help set the stage to motivate the students to improve their Excel competencies. Teamwork. The first day of the class is not spent on the syllabus but on the importance of teamwork, group-study, and collaborative learning. We use our web-based simulation games to form teams. But the teams are not formed to play the games but for collaborative learning. The key element of this strategy is to motivate students to group-study and take their teams – and a cluster of teams - to the subsequent semesters and courses. We emphasize life-long academic and professional friendships with your teammates. Systems Thinking. We will learn to implement the system view as the unifying paradigm to study the core OM concepts. We will improve the systems thinking capabilities of our students by teaching OM concepts, not as isolated islands, but as a total system designed towards improving quality, cost, lead-time, and the variety of the outputs. We will learn to link the performance of the subsystems to the total system’s performance. Data Visualization for Communication. Aside from quantitative representation (translating long writings into symbols and mathematical relationships), you will have a chance to practice tabular representation (translating long writings into tables) and schematic representation (translating several pages of writing and tables into graphs or figures). Also, you will exercise how to deal with not-small data sets. The students are encouraged to use data visualization tools in Excel. ECON/FIN/MKT/SOM Interfaces. We address interfaces of OM with Marketing and Finance (the three essential functions in all operating systems) concepts throughout the semester. Enjoyable Learning. Finally, we try to create an environment where you enjoy the learning process. We try to replace the process of looking for a study guide and what is and what is not on the exam by enjoying learning new quantitative concepts and models. Nevertheless, Dr. Asef’s efforts go nowhere if you do not welcome this process. Learning Goals. Two simulation games, weekly quizzes, and midterm and final exams will enable the college to assess your knowledge of the key learning goals. By taking this course, the students will be able to : (a) provide short explanations for operations management concepts, (b) understand a basic set of common operation problems, and (c) present a quantitative and schematic picture of the verbal statement of operations management problems including the quantitative nodes and the quantitative links, (d) recognize the appropriate solution methodology, (e) interpret the quantitative analysis of various operational problems and present the results. In an alternative language, the objective of SOM306 is to enable the students to provide tabular and schematic representations and, more importantly, analytical pictures and spreadsheet models for verbal and narrative descriptions. Quantitative pictures and spreadsheet models require differentiating relevant and non-relevant parts of the descriptions, explaining the relationship between the related parts in quantitative forms, developing appropriate models, and providing results to facilitate the decision-making process. Textbook. This course has no mandatory textbook. Dr. Asef has developed all the teaching materials. This is to tailor the teaching material to what you really need. Recorded lectures are embedded into the PowerPoint slides and excel sheets. Most of the tables inside the PowerPoint slides are also excel sheets; you can open them as excel workbooks. Please inform Dr. Asef if you find a typo in the PowerPoint slides and excel sheets. References. The following books are excellent references.Managing Business Process Flows, 3rd Edition. 2012. Anupindi, Chopra, Deshmukh, Van Mieghem, and Zemel. Pearson Prentice Hall, 2012. ISBN: 978-0-13-603637-1.Matching Supply and Demand: An Introduction to Operations Management. 4th Edition. 2020. Cachon and Terwiesch. McGraw-Hill. ISBN: 978-0-07-808665-5. Operations Engineering and Management: Concepts, Analytics, and Principles for Improvement, 2021. Seyed M.R. Iravani. McGraw-Hill. ISBN 978-1-260-46183-1. Building Lean Supply Chains with the Theory of Constraints. 2012. Srinivasan. McGraw-Hill. ISBN: 978-0-07-177121-4.Supply Chain Management, 2019. Chopra, Pearson, 2019. ISBN 978-0-13-473188-9. I have defined four types of presence for our students: (i) Physical-presence, (ii) Mental-presence, (iii) Curricular-presence, and (iv) Collaborative-presence. Physical-presence is the ratio of the number of hours students allocate to their education to the unit load in a semester. Mental presence is the level of focus, concentration, and intellectual engagement during physical presence. Curricular presence is the strength of the relationship the student can build the teaching material and their real-life applications. Collaborative presence is the availability and willingness of the students to form teams, work with teammates, and form clusters of teams not only for a course or a semester but to extend these behaviors to their professional lives. Please share your thoughts about the significance of these four types of presence. Each week, please ask yourself- (i) how many hours did I spend on SOM306 and (ii) how many text messages I got/replied to while in class or watching lectures or solving problems. Please try to increase (i) and decrease (ii). Please post a clear portrait of CANVAS by the end of the first week. If you have concerns regarding posting your photo, that is OK- you do not need to post a photo. Class Participation. Please post a clear portrait on CANVAS by the end of the first week. If you have specific concerns regarding posting your photo, please contact me through ZOOM. Born in Moscow in 1863, Constantin Stanislavsky had a more profound effect on the process of acting than anyone else in the twentieth century did. Over forty years, he created an approach that forefronted the psychological and emotional aspects of acting. The Stanislavsky System held that an actor’s primary responsibility was to be believed (rather than recognized or understood). Today in the US, Stanislavsky’s theories are the primary source of study for many actors. Stanislavsky saw that the difference between good and great actors was the ability to be relaxed and private in public. We learn from Stanislavsky: as the students relax before the lecture starts, they clean the slate, go to a zero state, and are ready for the best performance in the learning process. I encourage all students to go into State-ZERO 1-2 minutes before the lectures. Please note that you will not get a whole class participation grade if you miss more than one class or observe that you are busy with some material unrelated to the course. In these cases, I will set your class participation grade equal to the average of Mid-I, Mid-II, and quizzes. Quizzes. Group discussions on the lecture material, as well as on the solved assignments, are encouraged. Dr. Asef fully supports group discussion and practice since it is a significant component of collaborative learning. Nevertheless, quizzes are individual tasks, and collaboration on the quizzes is prohibited. You need to be prepared for 0-2 quizzes per week. Usually, you have 15-40 minutes to take a quiz. The quizzes are taken in class and will not be announced in advance. I may move a few in-class quizzes to weekends if I feel the class is committed to creating an ethical learning process. The time window for out-of-class quizzes is from 9:30 am on Friday to 9:30 pm on Sunday. Quizzes and Exams are a combination of (i) multiple-choice when you mark one of the choices, (ii) fill-single-blank with no answer provided, enter the numerical value you have computed, and (iii) fill-multi-blank. In fill-multi-blank, for each question, I have provided five answers marked by A to E. Do not enter the numerical values in fill-multi-blank, just the letter corresponding to the correct answer. The exams are taken under the format of NOT being able to return. You can have one page handwritten formula sheet, and you have Excel at your disposal during the exam. However, you are ethically under the commitment NOT to use an excel-sheet already designed by your professor, your classmate, anyone else, or even yourself. Thank you for helping me in respecting the values governing an academic atmosphere.?If you ever have any technical difficulties accessing the Canvas site materials, you are welcome to email me, or you can contact the CSUN IT department that can be reached at (818) 677-1400. Their hours are Monday-Friday from 8 am-5 pm. csun.edu/itGames. Please form a team in the first week of classes. You may use the forum on our CANVAS page to find teammates. Each team is composed of precisely four students. Teams of less than or greater than four are not allowed. Please register your team in the first two weeks of the semester. Delay may lead to missing some game points. During the semester, two web-based games will be played in teams. During these games, you will examine the capabilities of the quantitative and analytical tools you learned in the course. The first game is focused on the Forecasting Models, Process Flow Analysis, and Waiting Line Models. In the second game, you will need to exercise your knowledge of Inventory Models and Revenue Management models in addition to these techniques. Game 2 starts from scratch, not from where you have finished Game 1. Game grades will be determined by your company’s financial position at the end of each game. We have experienced that after playing the first game, the students realize that knowing the course material profoundly affects their standing. Therefore, they allocate more time learning the course material related to the second and third games. Please read the following documents to familiarize yourself with the games’ nature.Overview of the Games Game-I Game-II HYPERLINK "" Watch THIS lecture- Right Now. Each game lasts one week. It is not like a project or case study to postpone t to a day before the due date. It is an ongoing situation; you must supervise it daily - and several times a day. Please ignore the demand data in these documents. You need to find the demand patterns based on your own game analysis. The team ranked first earns 100, and the last team gets 60. No report is needed for any game. If a team’s financial position is the same as the “do-nothing” team, the team grade will be set to 50 for the game. To Purchase the access code. The access codes are sold online at institution’s name is “CalState Univ. Northridge”. The product is titled “Littlefield Code for SOM306”. The price is $18 per student. To Register. Students can register their teams at register, you need BOTH the individual code purchased and the course code, which is ‘california’ (without’' and all lowercase). IMPORTANT. The most common problem is entering the code you bought at the bookstore when you are supposed to use the registration code. On the page that you get after entering your registration code, make up a team name and a password, and enter both. This is for the first student (the second teammate follows the team's name and password initiated by the first teammate). IMPORTANT (again). When registering for the game, please enter your name precisely and in the same sequence as it appears on CANVAS. Just copy and paste it from CANVAS to the game page. Have your last name followed by a “,” then your first name. Please have no space between your last name and “,” and one space between “,” and your first name.To Play. Once the simulator has started (it will run for 50 days without your intervention), you can access the game when it is stopped for you to make your computations. At this point, you can access the game at will then re-start the game at a time that I will announce in advance. The game will then run for 724 hours (168 days in the game's virtual world). Then without you being able to make any other changes, the game continues for 50 more days (1-2 minutes in our life). The games usually start at 1 pm on a Saturday, and you can see the final standing one week plus 2 minutes later. Exams. There will be two midterms and an "almost" cumulative final exam that covers the after-midTerm1 material. Exams are a combination of fill-the-blank, multiple-choice, and fill-multi-blank problems. Exams are taken under the format of NOT being able to go back to a question you have already answered, but you take them on a computer, with no lockdown browser, and with Excel at your disposal. Please note that (i) You are ethically under the commitment NOT to communicate with a classmate during the exam. (ii) You are ethically under the commitment NOT to use an excel-sheet already designed by your professor, your classmate, anyone else, or even yourself. (iii) You are ethically under the commitment NOT to open the solution to any problem when taking quizzes and exams. These are the three most severe violations of academic integrity. You can have a page handwritten formula sheet. Thank you for helping me in respecting the values governing an academic atmosphere.?Thank you for helping me in respecting the values governing an academic atmosphere.?Please carefully check the dates and times of the exams. No make-up exam is allowed except for medical reasons and unexpected severe situations. Such circumstances must be supported by written evidence. If students cannot participate in an exam due to religious holidays recognized by CSUN, they can take the exam the day after at 8 am. The students also need to provide a handwritten statement stating to the value of the occasion for which they have missed the exam, they have not gained any information about the exam.Mac users. Please make sure that you have Office Suite software installed on your computer. If you cannot open the lecture links, instead of clicking on the link, copy the link and paste it into your browser. In addition, when opening a PowerPoint slide, please do not open it by default because it will open as a pdf file, and all the animations are lost. Open PowerPoint slides using keynotes to retain all the animations. Please do not use SAFARI as your browser during quizzes and Exams. Chrome & Firefox are the recommended browsers for CANVAS Exams. If you are compelled to use Safari, you must go to Safari Preferences -->, click on Privacy --> and then remove the checkmark from "Prevent cross-site tracking." Do not use SAFARI as your browser during quizzes and Exams. Chrome & Firefox are the recommended browsers for CANVAS Exams. If you are compelled to use Safari, you must go to Safari Preferences -->, click on Privacy --> and then remove the checkmark from "Prevent cross-site" tracking. Academic Integrity. Academic integrity is a core value at CSUN. Students are expected to perform their work independently (except when the professor expressly permits collaboration). When practiced, academic integrity ensures that all students are graded. Academic dishonesty, however, undermines the educational process and must not be tolerated. Simply stated, academic dishonesty is the intentional use or attempted use of unauthorized material, information, or study aids for academic exercises. Academic dishonesty demonstrates a lack of respect for oneself, fellow students, and the professor. It can ruin the university's reputation and the degree's value. We all share the obligation to maintain an environment that practices academic honesty. CSUN Student with Disabilities Statement. The California State University does not discriminate based on disability in admission or access to, or treatment or employment in, its programs and activities. Sections 504 and 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and various state laws prohibit such discrimination. If you need extra assistance with aspects of this course, please contact the Disability Resources and Educational Services (DRES) or the National Center on Deafness (NCOD). Reasonable and adequate accommodations and services will be provided to students if the requests are made promptly and with appropriate documentation following federal, state, and university guidelines. Please let me know if you need further information or assistance from me to facilitate your learning experience. If you would like to discuss your approved accommodation with me, please let me know, and we can set up a virtual appointment. Students with disabilities must register with the Center on Disabilities and complete a services agreement each semester. Staff within the Center will verify the existence of disability based on the documentation provided and approve accommodations. Students who are approved for test-taking accommodations must provide an Alternative Testing Form to their faculty member signed by a counselor in the Center on Disabilities before making testing arrangements. The Center on Disabilities is in Bayramian Hall, room 110. Staff can be reached at 818.677.2684.Spring 2022 SOM306 Tutoring is available using Zoom from September 13 to December 10. Professors with whom tutors had SOM 306 or SOM 120SOM Department TutoringDetailed SchedulesMonday: Yalan 11:30 am - 1:30 pm; Joshua: 1:30 - 3:30 pm (SOM120). Nick: 3:30 - 5:30Tuesday: Eric : 10:00 am -12:30 pm; Parisa: 1:30 - 5:30 pmWednesday: Eric : 10:00 am -12:30 pm; Nick: 3:30 - 5:30 pmThursday: Joshua: 2:00 - 4:00 pm (SOM 120); Yalan : 4:00 - 6:00 pmProfessors with whom tutors had SOM 306 or SOM 120Dr. Ardavan Asef-Vaziri; Eric CabrerosDr. Amir Gharehgozli; Nick ValenciaDr. Jun-Yeon Lee; Yalan XuDr. Kunpeng Li; Parisa BorzoueiBusiness Honors Program tutoring Services. Students can book appointments through the by selecting the red icon buttons to Schedule an Appointment, view an instructional video on How to Book a Tutoring Appointment, and reference the Student Instructional Guide with FAQs for further information. Please review the tutoring instructional guide before scheduling an appointment to minimize any confusion about how to connect with tutors for their appointment. After booking an appointment, tutees will connect with their tutor at the scheduled time and date using the information provided in their confirmation email.Schedule of Classes. This syllabus invites students to engage in an exciting and interactive study of Operations Management. The course intends to provide you with information, offer practice with skill sets, and enhance your capacity to use fundamental operations management concepts. To that end, modifications to subjects and dates of this syllabus, except for exam dates, might be warranted as determined by the professor as he assesses the learning needs of this class of students. The week-by-week schedule has a dynamic rolling nature. It is subject to revision (i) after each class session based on the progress in the classroom, (ii) based on the performance of the students in quizzes, among other factors, and (iii) as soon as I find that adding a line of explanation may help the students who are somehow behind, among other things. Please check the SBS file every week for the assignments of each week.EnhancedMetaFilefalseClick on the table to access the detailed Schedule Breakdown Structure (SBS) as the key point of reference for our detailed weekly study and assessment tasks. All the teaching material, including PowerPoint-Slides, Excel-Sheets, and YouTube Lectures, are on our Schedule Breakdown Structure (SBS). is our Audio/Video textbook. It is a color-coded schedule that is dynamically updated every week. Tasks for each week are painted Yellow. Check SBS on Thursdays for last updates. CANVAS is mainly utilized for weekly Quizzes, Exams, and Announcements. The learning/teaching material is embedded in SBS and accessible through CANVAS. Please write your name on the last page of this syllabus, sign it, and upload it to CANVAS. Only ONE page, please. Thank you. Additional Resource CentersAssociated Students provides programs designed to enhance the campus environment.Campus Computer LabsCareer Center for career, internship, job resources, resume writing, interview help & more.CEPD. Nazarian College Center for Career Education and Professional Development.COVID-19 Information for StudentsCSUN Information Technology (IT) for technical support with Canvas and software-related issues. Their office is open for calls/chat M-F from 8 am-5 pm PST.CSUN's Accessibility Policy for more information on CSUN's goal to ensure that campus communication and information technology are accessible to everyone.CSUN as One: CSUN's Fall 2021 Planning Hub. Academic Resources.CSUN with A HEART for valuable information that will connect you to various resources regarding the students' basic needs in the CSUN campus community.DRES. Disability Resources and Educational Services (DRES) office: If you have a disability and need accommodations, resources, or services, please register with the DRES office.Emergency MataCare grants, one-time grants to prevent evictions, urgent childcare issues, etc.Financial Aid & Scholarships offers aid for applications.Food Pantry at CSUN provides food and toiletries for CSUN students in need.Helplines (after hours when the University Counseling is closed) for numerous topics/needs, including suicide, drug help, rape or sexual assault, other crisis or urgent concerns, and more.IT Help Desk. 818-677-1400. csun.edu/itUniversity Library Open Educational Resources (OER) for affordable Health Science University Library for browsing books, articles, media, and additional academic resources.Klotz Student Health Center offers medical services, including Telehealth appointments.Keep Learning: IT Support for Remote Learning and Teaching. Academic Resources.Library Support: Charissa Jefferson. Academic Resources.Learning Resource Center: offers tutoring, a writing center, & more.Learning Resource Center offers tutoring, a writing center, & more.Textbooks and educational resources.Matadors Forward Academic Resources.NCOD. CSUN's National Center on Deafness. If you have a hearing loss and need resources or services, please register with the NCOD.Oasis Wellness Center for a welcoming destination where students can find serenity and relaxation, including meditation, massages, and workshops focused on managing stress.Office of Equity and Diversity supports CSUN's commitment to maintaining an environment where no campus community member is subjected to prohibited discrimination in any University program or activity.Pride Center supports LGBTQIA+ students through programming and outreach.Student Recreation Center (SRC) for exercise and leisure activity that promotes wellness.USU for various services, including lactation space, veterans' resources, and more. Provides essential services virtually (such as the DREAM Center).University Counseling Center offers students free short-term counseling services, including individual counseling, crisis intervention, group workshops, and more.Statement of Understanding Syllabus & Codes of Honor SOM-Dr. Asef CourseI acknowledge that I have read and understood the syllabus of the SOM306 course, taught by Dr. Asef, carefully. I commit myself to follow it in its entirety. I re-state the following:I am committed to turning my cell phone OFF at the beginning of all classes and securing it in a not easily accessible place, such as my backpack or pocket unless I need it to access class material. I understand that physical and mental presence in the classroom can significantly affect my performance. I commit to having a laptop or a similar computing tool in all classes. I do not surf sites not directly related to the course material. I commit myself to watch the lectures for the parts I have not thoroughly followed in class and then baring my questions- if they still exist- to Dr. Asef. I will form a team with three classmates (a total of 4 team members) in the first two weeks of classes and register my team on the website of simulation games. I understand the importance of team-cluster-based learning, group-study, and student-centered-connective learning in my successful performance in this course. I understand that team-building is one of the essential soft skills that we need to practice and learn in B-Schools. I understand that I am ethically under the commitment NOT to use an excel-sheet already designed by Dr. Asef, a classmate, anyone else, or even myself in quizzes and exams. I understand that I am ethically under the commitment NOT to communicate with a classmate during the exam. I understand that I am ethically under the commitment NOT to open any already solved problem when taking quizzes and exams. I understand that there may be up to 3 at-home or in-class quizzes per week. I have learned that Dr. Asef has faith in group-study and motivates students to communicate with each other to learn the material. I understand it is against academic integrity to share any information on quizzes and exams before their due dates and follow a specific pattern in taking the quizzes (i.e., always before or after a classmate). I understand that I must take in-class quizzes inside the classroom. I understand the consequences of violations of academic integrity in at-home, in-class quizzes, and exams in David Nazarian College of Business codes of honor. I have carefully read the article Only the Ethical Survive. I commit myself to academic integrity in this course. I have read and understood the CSUN Student Conduct Code, printed in the schedule of classes, and the CSUN policy on Academic Dishonesty (2010-2013 Catalog, Appendix E, Student Conduct). I verify that all the work I submit in the quizzes and exams will be my own. I understand the Student's Core Values are Respect, Honesty, Integrity, Commitment, and Responsibility.I am and will remain a loyal SOM306 HERO (Hope, Effectiveness, Resilience, and Optimism). Name Signature Date ................
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