Introductory Email to Students (Part Two)

I routinely send an email to students prior to the start of my course. Here's the thinking that goes into developing and sending this message. 

I time my email to arrive when students can give it their full attention. That's typically after they finish their coursework from the previous quarter. It's also before I meet them for the first time. 

By way of the content of this email, a link to the syllabus is most important. Students want to review it as soon as possible. And I want to them to understand my plan for the course and expectations for them.

Many students want to get started on the assigned readings. So I direct students to them in my introductory email. In this course, I've compressed assigned readings into one zipped file. That makes it easier for students to access all of them. That's as opposed to providing PDF versions of the individual readings. In addition, students will need to purchase readings from the publisher. I've highlighted their need to do so in my email.  The sooner they do, the more quickly they can access them when they are assigned.

In my OB course, students will spend a lot of time working in teams. I usually randomly assign students to teams. Most students are new to the school. Therefore, they don't know their classmates well enough to self-organize into teams. This summer, I've set up the teams in advance of the first meeting and included them in the syllabus. By doing so, I've preempted questions about team formation at our first meeting. (A popular question is: when will we find out what teams we're on?). Even better, students can connect with their teammates immediately. That means they can get started on their assignments right away.

I also always ask students to create name tents when they arrive to class on the first day. I go to great lengths to memorize my students' names, and associating a name with a face helps me with that effort.

There's a whole lot more thought and intention that inspires this initial email. You can read about it here and elsewhere on my main blog. And stay tuned for new insight I gain as a result of teaching the OB course this summer. 

Introductory Email to Students (sent 7/2/25) (Part One)

Yesterday (7/2/25) I sent the following email to the students currently enrolled in  my OB course this summer. 

Hello! I am the instructor for MN 3010, “Leading Innovative Organizations and People,” a course you’re enrolled in this summer quarter. Our first class is on Tuesday, 7/8/25. I write now to share some details related to the course:

 

• The Sakai site for the course is live. That means you can access it to see the course syllabus and other materials.
• If you review the syllabus, you’ll note that I’ve assigned you to a team to complete the second assignment. Note that team assignments are based on who is currently enrolled in your segment (as of when I’m sending this email)—and that may (and probably will) change. So, please sit tight and await further guidance from me in class on Tuesday before you reach out to your teammates. Thanks! 
• When you arrive in class on Tuesday, please make yourself a name tent (using the name you prefer to be called, which may be different than your name in Python). You’ll find blank name tents and markers in the first row of our classroom (Spanagel 421). 
• For our first class, please read the short case study (Ancol Corp.). I’ve attached it for your convenience. It’s also included in the readings.zip folder, which you’ll find on Sakai under the “Resources” heading. There are questions included in the syllabus related to the case that will serve as the basis of our discussion. 
• Finally, please note that you’ll need to purchase the Harvard Business Publishing Coursepack to obtain some of the required readings for the course. There’s a link in the syllabus to the coursepack. 

 

That’s it for now! If you have questions prior to our first meeting, please don’t hesitate to let me know.

 

I look forward to meeting you on Tuesday, July 8!!

 

How I "Discovered" the Field of Organizational Behavior

I remember when I "discovered" the field of organizational behavior (OB). Actually it feels more like I stumbled upon it.

In 2007 I enrolled in University of San Francisco's Doctorate in Education (EdD) program. At the outset, I chose the "Learning and Instruction" track.  I set a goal of completing the program in four years. That meant I took courses all year long (that is, not just during the spring and fall semesters).

During the Summer 2008 I enrolled in a course "Organization Development and Leadership" as an "elective." No classes were offered then in the "Learning and Instruction" track. This course "introduced students to many types of interpersonal, intra-group, inter-group, and organization interventions used to effect comprehensive and lasting changes." Students enrolled in the course would develop "a deep understanding of how organizations functions and what role leaders can play to improve organizational performance."

I was more than intrigued by this focus. I felt like I finally found what I was looking for. Let me briefly explain.

I had worked in public relations for nearly twenty years prior to enrolling in the doctoral program. I had reached a point where it felt like the "same old, same old." I couldn't figure out a path forward in public relations. I could have kept doing what I was doing, and getting paid for it. Yet my frustration mounted. I saw what were labeled as "public relations problems" were in fact often deeply rooted and complex. More importantly, they were much more INTERESTING than a public relations mindset made them out to be. The light bulb went off. I had found the place I wanted and needed to be in my doctoral education and, after that, professionally. I soon switched to the "Organization and Leadership" track in the EdD program. I completed my coursework and dissertation, and soon was assigned to teach classes on OB, leadership, and related topics at USF. 

In short, learning about the field of OB felt like I had just put on a new set of glasses. I could see people and organizations anew, like I never had before. It's that kind of excitement and energy that infuses my teaching of OB courses.

Introducing "Leading Innovative Organizations and People" (Organizational Behavior) Course (July - September 2025)

This summer I am teaching a course entitled "Leading Innovative Organizations and People." My students are enrolled in master's degree programs at the Naval Postgraduate School. The course will meet twice a week, for one hour and 50 minutes per meeting. It starts on July 8, 2025, and will conclude on September 16, 2025.  

This course covers organizational behavior (OB). That term is widely used in higher education to refer to courses like the one I'll be teaching this summer. Therefore, I've used "OB" in the blog title. In addition, from now on I'll used "OB" as shorthand to refer to my course. 

I'll be using this blog to share my experiences in developing and teaching the course. That means I'll discuss four topics. The first is course content. The second is how I teach that content. The third will address my assessment of individual classes. Finally, I will include student feedback. 

I look forward to writing about my course experience, and trust you'll find it useful.