DIVISION OF BUSINESS

COURSE SYLLABUS: MGMT 5339 {01}, Stress Management {Summer 2008 } {San Antonio} Campus

Instructor:	{Jeff Stevens, PHD, Adjunct Instructor }
Office:	{TBD}
Office Phone:	210.655.5258
Home Phone:
Email:	destevens@wsc.cc
Course Web Site:
FAX:
Office Hours:	{30 Minutes prior to class}
Class Hours:	{Mondays from 6 PM to 10 PM }
Class Location:	{Main San Antonio Campus, TBD}

DESCRIPTION: A study of the stress reaction and its relationship to specific illnesses and disease and effects on productivity with focus on intervention techniques.

PREREQUISITE(s): none

TEXTBOOK:

BOOK	AUTHOR	ED	YEAR	PUBLISHER	ISBN#	REVIEW
Comprehensive Stress Management	Greenberg	9th	2006	McGraw-Hill	0-0731-3886-x	Spring 09

(This is taken from the current textbook listing)

(Additional course resources can be listed if approved by the Chairperson, Division of Business )

OUTCOME COMPETENCIES:

Upon completion of this course the student should be able to:

· Recognize life change events and relate these to the development of positive health.

· Distinguish between productive and non-productive stress.

· Develop and utilize coping strategies.

· Modify stressful behaviors.

· Develop physiological interventions.

· Develop progressive relaxation and biofeedback interventions.

· Demonstrate understanding of the subject and matter through class discussions.

· Demonstrate understanding through obtaining 80 to 90% on mid- term and final examinations, oral presentations and written reports.

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MGMT 5339 {01}, Stress Management {Summer 2008 } {San Antonio} Campus

Summer 2008, Mondays, 6PM to 10PM

COURSE REQUIREMENTS AND EVALUATION: Specific requirements of the course including the criteria utilized to assess student achievement of outcome competencies, and the weight of each. A variety of means to evaluate student performance should be used and grading criteria should conform with the grading system contained in the latest WBU Academic Catalog. An example of assessment criteria and weights might include:

Examinations: Initial, mid-semester, and final - (60% of the final grade)

Research Project: A scholarly article on a specific topic and containing a definite thesis statement - (25% of the final grade)

Attendance and

Participation: (15% of the final grade)

Faculty will include a schedule indicating the approximate date for fulfilling each requirement. This is generally incorporated into the course outline/calendar.

ATTENDANCE POLICY: {The university catalog requires each faculty member to establish and communicate to students the faculty member's attendance policy for a given course. The policy stated here by the instructor must adhere to the minimum requirements specified in the latest WBU Academic Catalog.}

STATEMENTS: “This class will adhere to zero tolerance for using someone else’s work as your own.”

“It is university policy that no otherwise qualified disabled person be excused from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. Students should inform the instructor of existing disabilities at the first class meeting”

“Students are responsible for reading, understanding, obeying, and respecting all academic policies, with added emphasis being placed upon academic progress policies, appearing in the Wayland Baptist University Academic Catalog applicable to their curriculum and/or program of study.”

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MGMT 5339 {01}, Stress Management {Summer 2008 } {San Antonio} Campus

Summer 2008, Mondays, 6PM to 10PM

COURSE OUTLINE/CALENDAR

Wk	Date	Chs	Deliverables	In-Class Assignments
1	5/26	1 & 2	Student Bio’s (1 – Page)	1. Introductions 2. Interview one other person to find out how he/she reacts to stress. 3. List some of the ways stress may affect the physiological systems (e.g., cardiovascular system, gastrointestinal system, smooth and skeletal muscular systems) of college students.
2	6/1	3&4	1. 1-page paper on your term topic and expected outcomes and impact.	1. Interview team members about the War on Terror and global security have affected their lives; share your findings. 2. Write a paragraph about the occurrence of a stress feedback loop in your life. How did the feedback loop function to intensify the effects of the stressor?
3	6/8	5&6	1. 1-page paper with regard to your target population.	2. Complete the Hassles lab assessment in your text and score it. 3. Write an essay describing how you could use the time-management techniques described in the text to improve your life and reduce your stress.
4	6/16	7&8	1. 1-page paper pertaining to the assumptions and limitations of your study. 2. Definition sheet	3. Describe why you consider yourself to be a Type A or B person, then take Lab Assessment 7.1 in the text to determine your degree of Type A behavior 4. Brainstorm several different personal interests and possible outlets within those interests for volunteerism.
5	6/23	9&10	1. Midterm 2. Paper outline 3. Measurement tool (survey, questionnaire, etc.)	1. Within your groups, discuss the various types of test anxiety and how it effects each group member.
6	6/30	11&12	1. Paper Bibliography	2. Write an essay commenting on the idea of using a computer as a relaxation aid.
7	7/7	13&14	1. Paper literature review	2. Perform the Harvard Step Test as described in the text. 3. Discuss factors that determine behavior, including whether behavior is learned, modeled, or shaped, and whether values play a role in behavior.
8	7/14	15&16	1. 2-page paper on outcomes as well as potential for future research on this topic.	2. Have students reflect upon prejudicial acts either committed by them or against them. What are the feelings associated with such acts? 3. Discuss the differences between the United States and other nations in the amount of vacation time taken by citizens; describe the pros and cons of the various policies.
9	7/28	17&18	1. Final paper.	2. Break into small groups and discuss the various stressors that each person has experienced. (Chances are that each group will have many stressors in common.) Now discuss all of the ways that each member of the group copes with the stressors. Summarize results of the small group discussion and then compare results between the groups. 3. Survey other group members to determine whether they know of child-abuse or spouse-abuse situations; summarize your findings for the class.
10	8/5	19	1. Final	1. If you have lost a close family member to death, discuss within your group about the grieving process you experienced.

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