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Mission Statement Revision
MGT 4750 Business Strategy
Mission Statement Revision
Review the Mission Statements of Harley-Davidson, Minolta and Delta Airline reported below. Each provides a definition of the company’s purpose. Circle the letter in questions 1-6 that most closely matches how you think the statements satisfy the criteria for defining the core purpose in terms of customer needs and how the statements express the organization’s philosophy and values.
Harley Davidson:
We fulfill dreams through the experience of motorcycling, by providing to motorcyclists and to the general public and expanding line of motorcycle and branded products and services in selected market segments. Minolta:
We will be a broad line supplier of high quality conventional and digital product and service solutions that meet our customers imaging and image distribution needs today and in the future. We will do this in a way that is both cost effective for our customers and profitable for our company.
Delta:
Making Delta, carrier of choice for customers through operational excellence, “second mile” service and building emotional connections with the disability community.
Harley-Davidson
Question 1) How closely does the mission statement define Harley-Davidson’s core purpose in terms of customer needs?
A B C
No core purpose discussed Defines core purpose in terms of product/service provided Defines core purpose very well in terms of customer needs
Question 2) Are statements of the organization’s philosophy and values included?
A B C
No statement of philosophy included Statements are vague Clearly expresses corporate philosophy/values
Delta
Question 3) How closely does the mission statement define Delta’s core purpose in terms of customer needs?
A B C
No core purpose discussed Defines core purpose in terms of product/service provided Defines core purpose very well in terms of customer needs
Question 4) Are statements of the organization’s philosophy and values included?
A B C
No statement of philosophy included Statements are vague Clearly expresses corporate philosophy/values
Minolta
Question 5) How closely does the mission statement define Minolta’s core purpose in terms of customer needs?
A B C
No core purpose discussed Defines core purpose in terms of product/service provided Defines core purpose very well in terms of customer needs
Question 6) Are statements of the organization’s philosophy and values included?
A B C
No statement of philosophy included Statements are vague Clearly expresses corporate philosophy/values
Team Activity: Mission Statement Revision
Names: Name 1, Name 2, Name 3
1) Transfer each team member’s ratings onto the charts below
Core Purpose Philosophy and Values
Team Member Harley-Davidson Delta Minolta Harley-Davidson Delta Minolta
(Name 1) B C B&C B C C
(Name 2) C B B&C B C C
(Name 3) B C B&C A C C
2) Discuss the above individual ratings. Through consensus, develop a new team rating for each of the mission statements.
Following the ratings above, (name 1) considers Harley Davidson to have defined its core purpose according to the product that it provides. In this case, (name 1) identified Harley’s focus on motorcycling and its branded products as standing out, thus being its sole focus. (Name 2), on the other hand, views Harley as having defined the core purpose in detail enough to focus on consumer needs. The focus is on the basis of providing branded products to motorcyclists and the general public. Lastly, (name 3) views Harley Davidson as focusing its efforts on the product it provides due to the fulfillment of dreams by providing branded products to different market segments. The focus is more on the products than the customers. Vague statements can be identified for Harley for names 1 & 2, while 3 sees no philosophy in Harley’s core purpose.
In the case of Delta, names 1 & 3 see the customer-centered point of Delta due to the needs being met in the process while 2 sees the product-centered view due to focus on making itself the carrier of choice. All members agree on clarity of Delta’s philosophy and values.
As per Minolta’s case, all members agree on clear communication of focus on products and customers, due to high quality products provided to meet customer needs. All members agree on a clear communication of philosophy and values.
All members unanimously agree that Harley is product-focused with vague statements, Delta is customer-focused with a clear philosophy and values, while Minolta is product and customer-focused with a clear philosophy and values.
Core Purpose Philosophy and Values
Team Member Harley-Davidson Delta Minolta Harley-Davidson Delta Minolta
Name 1,2,3 B C B&C B C C
3) Rewrite one of the company statements to incorporate an improved definition of the core purpose.
Delta: we are the carrier of choice given our operational excellence and focus on meeting the needs of the disability community through providing custom comfort to all while going the extra mile to fulfill both he customer’s and company’s needs.
4) Pick one of the company statements that could include more information regarding philosophy and values. Give examples of what might be included.
Harley Davidson could include more information on its philosophy and values. It could include focus on safety and comfort through the specialized fleet of motorcycles.
5) What other characteristics of the statements did your team notice/discuss?
The team noticed that the companies try to meet customer needs as well as their own, while still ensuring that the information is relayed in a brief summary that can be easily understood, therefore, brief and to the point. They have tried to ensure that at first glance, one knows what they are selling.
Mission Command
Mission Command
Student’s name
Institution
Course
Tutor
Date
Introduction
Mission command refers to military command style. This style was founded from the Prussian-pioneered mission-type tactics doctrine. Mission command is the army’s command approach and control that seeks to empower the subordinates to be able to make decisions. The style also enhances decentralized execution that is appropriate to the situation at hand. Mission command was developed in the German army by Gneisenau and Scharnhorst, who applied Napoleon’s theoretical methods during the Napoleonic Wars. In terms of mission command, subordinate units are given a ‘mission’ or purpose by their commander. This ‘mission’ is a statement of the desired end-state, not how to reach that end state. The commander delegates authority to the subordinate level and holds them accountable for achieving the mission by setting time sensitive objectives (e.g., time and place) and measures. Subordinates decide how to reach those objectives within their means and capabilities. The commander does not plan or manage for them and has no higher-level doctrines to impose on his subordinates. He provides resources, support, assistance if needed, but he stays out of the way unless his subordinates require his assistance.
Mission command is a military concept that focuses on “mission” rather than purely on “command”. The concept was created to address problem areas in traditional military command structure. It has evolved over time to include many tenets of leadership, management and strategy, to help fight as well as possible with a minimal loss of life and resources. The concept advocates that team members be given the maximum amount of decision-making authority relative to their rank on how to accomplish the given mission or goal (Matzenbacher, 2018). This is to increase initiative and flexibility, as well as to reduce the likelihood of inappropriate orders being given, based on the experience and expertise of each individual.
In military command, mission command is used in a context where a leader at some level of the chain of command has failed in their duty. When this occurs, the mission continues despite any higher command authority that may have failed in their duties. This situation is often due to a loss or lack of communication between higher authorities, and subordinate commands. The lower-level unit or element then declares that they are now under mission command. For example, if the leadership loses communications with one or more of their units, the troops will step up and begin issuing orders using mission command doctrine.
Mission command is enabled or guided by seven principles. These principles are mission orders, risk acceptance, commander’s intent, shared understanding, disciplined initiative, mutual trust, and competence. By applying these principles, commanders are able to command an operation with confidence. In the course of a discussion on doctrine the commander must identify the mission and the environment. The Mission Commander must also make a decision to accept or not accept risk. The commander has to specify his intent so that all commanders will know how he wants them to conduct their missions, thus there is a need for clear and concise orders, even if they are no longer used formally (Rubel, 2018). Battlefield conditions in Afghanistan when “a man’s got his whole life in front of him” requires him to be able to make quick decisions based on a limited amount of information.
Command and control refer to the exercise of direction and authority over attached and assigned forces working towards the accomplishment of a particular mission. This is done by a properly designated commander. Command is the authority to direct efforts of others and to serve as the final decision maker on behalf of the organization (Burke, 2018). It is distinct from management, which is preparing an organization to accomplish an objective, as well as overseeing activity. Commands are normally issued to units with a specific mission focus – army, naval force or air force units – with the purpose of forcing the adversary out of position and thus creating an opening for decisive engagement. In some cases, commands can be issued at a very high level: i.e., Strategic Command, which may run counter-value operations against an opponent that is not seeking to take territory but rather change political attitudes in a region or population group.
Principles of Mission Command
Mutual Trust
The principle of mutual trust in mission command refers to the special relationship of trust and mutual respect which exists between a commander and subordinate, such that the subordinate trusts the commander to command competently and achieve success on their behalf (Mikaloff). It refers to an understanding between general and commander that the commander has complete authority and responsibility to command, direct and control all assigned or attached forces. This principle is based on the premise that a commanding officer has broad discretion to use his/her judgement; what we might call “the art of command.” The idea of mutual trust in mission command is at odds with the concept of hierarchy, organized with strict discipline. The level of discipline required for success in military tasks can be somewhat inconsistent with an excessively trusting environment where leaders are expected to abide by all directives from superiors without question. The degree of mutual trust varies depending on specific military leadership philosophies including rank, maturity, experience, innovation skillset, contextual awareness and so on.
Disciplined Initiative
The principle of Disciplined Initiative refers to the intent to empower adaptive and agile leaders in mission command. The focus of this principle is on the work to do in response to any given task or situation no matter what obstacles may be present. The goal is not just a desired outcome but also strategic planning and leadership capabilities. This principle can only function when it has been adopted as part of the culture or mission command manual and incorporated in the training regimen for all leaders. To accomplish this, there must be an understanding that mission command means different things for different people, the most important factor being that it needs to make sense in relation to the current situation. This approach has proven relevant in wartime because it lessens hesitation from unplanned decisions based on higher priorities which leads to increased efficiency and more success with fewer resources.
Mission orders
The principle of mission orders in mission command is used in military organizations to allow the commander to order subordinates to carry out specific tasks. There are two principles of mission orders: a. Mission command system b. Principle of mission orders. The principle of mission orders is the decision-making process that ensures that every task and every subordinate is focused on completing the missions as quickly, efficiently, and effectively as possible. There is a need for the principle of mission orders to ensure that subordinates understand roles and responsibilities and the objectives of the mission. The principle of mission orders also improves unity of command (i.e. unity of effort), simplifies command relationships, enhances situational awareness, results in self-sufficiency, and results in subordinates focusing on completing their role/responsibilities with minimal disruption (i.e., self-sufficiency).
Risk acceptance
The principle of Risk acceptance in mission command is a principle which states that the commander of a military unit, responsible for military operations, should be responsible for deciding whether to take particular risks to accomplish the mission. The commander who has accepted responsibility for a decision should not pass it on without very compelling reasons. This principle was one of the guiding principles of General Norman Schofield’s life and career. General Norman Schofield was born at Cowes on the Isle of Wight in 1881 into an upper-class English family with connections with royalty. He attended Harrow School and then studied modern history at Oxford University before training as an army officer at Sandhurst Royal Military Academy, where he won many prizes including Queen Victoria’s sword.
Commander’s intent
The principle of Commander’s intent refers a clear expression of an operation’s purpose and the desired end state of the military. This expression provides the staff with focus, supports mission command, and assists the subordinates act to achieve the commander desired results. The principle of Commander’s intent has been called many different terms in military history; however, they are all intended to convey the same meaning with regard to a commander’s desires and objectives. At the operational level, ‘intent’ is a general statement describing what the commander intends to do or wants done during a mission. Intent is not an order. It does not give any particular action, but rather describes the operation that needs to be accomplished and leaves how it will be accomplished up to subordinate units. The difference between intent and orders is that orders are explicit instructions on how something needs to be done and must be obeyed, whereas stated intentions remain within the scope of responsibility for each subordinate unit commander.
Shared understanding
The principle of shared understanding in mission command refers to the idea that the commander must share an understanding with subordinates as to what is occurring in the mission. As a leader, you provide clarity and insight through your words to ensure your team can apply these same guidelines to their day-to-day operations. The principle helps leaders relay instructions in a way that inspires confidence and trust in the members of their team while also creating an intimate bond by having “one voice” among leaders and teammates throughout a mission (Pearce et al., 2021). These are two key ways in which teams avoid confusion and continue operations without major issues or errors along the way.
Competence
The principle of competence in mission command involves the capability of a unit’s leader to lead by virtue of their competence, without the need for detailed plans. The theory was developed during World War II and espoused by British military officer Field Marshal Bernard Montgomery. The principle is considered central to the success of every military unit in battle from then until now, as it provides clear leadership that would not be possible if units had to be micromanaged constantly by officers on the ground. Competence in Mission command is most effective when commanders can exercise discretion and independence, with orders being given clearly on an “as needed” basis. This allows for better cooperation among staff members who are able to take initiative day-to-day activities with minimal guidance from above.
Command and Control
Elements of command
Command can be defined as the process by which someone or something gives a set of orders to others for a specific purpose or goal. There are different types or levels of command but most fall into one category in particular: strategic management. Strategic management consists of three types of management: business level, system level and tactical level. The main elements of command are authority, responsibility, decision making, and leadership. There are other elements that are important, such as supporting the mission, achievement of mission objectives, and performance. All these elements help to make up the command structure in any given organization or group. This article is meant to introduce you to command and give you an overview of its nature and importance.
Elements of Control
Elements of Control in mission command are direction, feedback, information, and communication. The element of direction involves defining objectives and making sure those objectives are clearly understood by the task force. The element of feedback uses assessments and results to provide timely feedback to the military commander on whether or not their plan is working as intended. Information is key with this element as it helps in managing resources and giving the commander an accurate overview of what is going on within his/her mission area. And finally, communication ensures that they have all the important information necessary for continued operations. This blog post discusses these four elements that make up mission control and how they work together to give a clear understanding of what’s happening within an operation.
Command and Control as a Warfighting Functions
Warfighting Functions
Warfighting Functions refers to related systems and tasks that enables a commander to effectively synchronize and converge all elements of combat power. The functions of mission command are Planning, Direction, Support, and Training (Ploumis, 2020). Take for example; an Infantry platoon is tasked with search and destroy missions in an urban environment during warfighting operations. A commander of this platoon needs to make sure he has his maps updated with correct coordinates of the target building before engaging in armed conflict. He also needs to ensure his subordinate leaders are briefed on the current situation prior to them deploying their troops into that area of operation. Once they have calmed any unruly civilians or evacuated any critical infrastructure outside the area they will be entering, he coordinates air support for troops on the ground while making sure there is no collateral damage nearby buildings or lives on either side.
Tasks
Major tasks in mission command are command forces, control operations, establish command and control systems, and drive the operations process. Command forces task to manage operational procedures, personnel, and resources. Control operations tasks are to plan and execute the operation with available resources. Establish command and control systems tasks are to develop systems that ensure commanders can easily exercise their authority during the operation. Drive the operations process tasks are to establish priorities for an operation, synchronize operational actions across different lines of effort, employ all available assets for maximum effect, and coordinate or train subordinates on a particular skill set. The significance of these is that they all work together in order to create one coherent mission with many different objectives that were made prior by the commander.
Command and Control System
Command and Control System in mission command involves people, processes, networks, and command posts. Military operations are not simple tasks to take on, especially when taking into account the many projects that need to be completed given any typical operation (Chen et al., 2021). It might seem like chaos at first, but each step is carefully planned out and assigned to someone who can execute it best; this makes it possible for things like missions to go through without a hitch if everything goes accordingly. Command and control system ensures that everything remains under control throughout the course of any given operation.
References
Burke, R. P. (2018). Command and Control: Challenging Fallacies of the’Military Model’in Research and Practice. International Journal of Mass Emergencies & Disasters, 36(2).
Chen, X., Li, L., Zhang, W., & Li, L. (2021, December). Command and Control System in Intelligentized Warfare. In 2021 IEEE Conference on Telecommunications, Optics and Computer Science (TOCS) (pp. 951-954). IEEE.
Matzenbacher, M. B. (2018). The US Army and mission command. Military Review, 2018, 61-71.
Mikaloff, M. R. S. School of Advanced Military Studies United States Army Command and General Staff College Fort Leavenworth, Kansas.
Pearce, A. P., Naumann, D. N., & O’Reilly, D. (2021). Mission command: applying principles of military leadership to the SARS-CoV-2 (COVID-19) crisis. BMJ Mil Health, 167(1), 3-4.
Ploumis, M. (2020). Mission command and philosophy for the 21st century. Comparative Strategy, 39(2), 209-218.
Rubel, R. C. (2018). Mission Command in a Future Naval Combat Environment. Naval War College Review, 71(2), 109-121.
MATHEMATICS AND COMPUTER SCIENCE
SUFFOLK COMMUNITY COLLEGE
MATHEMATICS AND COMPUTER SCIENCE
DEPARTMENT
STUDENT COURSE OUTLINE
MAT103 Section 152
Statistics 1
3 credits
Spring 2022
CRN: 20698
INSTRUCTOR: Russell Coe
DAY/TIME: Thursday 6:00 P.M. – 8:45 P.M.
MODALITY: Real Time Online
PREREQUISITE: MAT007 or equivalent
TELEPHONE: Office: 451-4494
EMAIL: HYPERLINK “mailto:coer@sunysuffolk.edu” coer@sunysuffolk.edu
OFFICE HOURS: Monday 8:15 A.M. – 9:15 A.M., 11:20 A.M. – 12:20 P.M.
Tuesday 9:30 A.M. – 10:30 A.M.
Wednesday 8:15A.M. – 9:15 A.M.
Thursday 9:30 A.M. – 10:30 A.M.
OFFICE: Riverhead Building Room 302
TEXTBOOK: Fundamentals Of Statistics Informed Decisions Using Data, sixth edition,
by Michael Sullivan III
NOTE: This is an ebook. You will need to buy a license either from the bookstore or
from the publisher (Pearson). Once you have the license you will need to create your
own account. To get access to the ebook for this course you will need to use the id:
coe06721
This course will be taught as a Real-Time Online course. Below is the school’s definition of Real-Time Online.
Real time Online classes also take place in an online format, but these
classes recreate the in-person classroom experience using virtual
instruction. You will access your class through a link that will be provided
by your instructor. You will meet and learn in a real time virtual classroom
along with your other class members.
Copies of department syllabi for all Math courses are available in the Math Office (R352). The following items are specific requirements for this course.
Course Goals:
A. Introduce the basic ideas of probability and statistics.
B. Discuss both descriptive and inferential statistics.
C. Show students the wide applications of statistical methods.
D. This course satisfies the SUNY general education requirement for
mathematics.
Course Objectives:
Upon successful completion of this course, students will be able to:
A. Demonstrate an understanding of basic statistical terms;
B. Organize and describe data, mathematically and pictorially;
C. Understand and compute measures of central tendency and variability;
D. Apply basic probability principles;
E. Write and do basic analysis using binomial, normal, t, and chi square
distributions;
F. Understand and apply the central limit theorem;
G. Understand, conduct and interpret hypothesis tests;
H. Understand, construct and interpret confidence intervals.
REQUIREMENTS: Classes will be taught through the internet using zoom. The zoom link and passcode will be sent out through email prior to the first class meeting and will also be posted in Blackboard under “content.” However, if necessary, I will switch to using Blackboard Collaborate Ultra (The directions for using blackboard collaborate ultra will be sent out to everyone if it becomes necessary.) For example, if “zoom bombing” occurs or if people not registered for the class regularly get into the class sessions and cause trouble, then classes will be taught through Blackboard Collaborate Ultra. As long as no trouble occurs, I will be using zoom. Webcams equipped with a microphone will be necessary in order for students to interact with the instructor during the course. Recordings of the lessons will usually be made. (I say “usually” because it could happen that I forget to record the lesson, but I’ll make an effort not to forget.) However, students are expected to attend class during the regular class time. Students can ask questions during class but can’t ask questions when they are only watching a recording. Recordings of zoom lessons will usually be posted in the content section of Blackboard within 24 hours of the time that the lesson ends.
Homework will be assigned every day (or almost every day) that the class meets but will not be collected or graded. Homework assignments and announcements of upcoming quizzes and tests will be put in the content section of Blackboard usually within 24 hours of the time that a lesson ends.
Each student is responsible for all material taught or assigned by the instructor. If a student misses a class, it is the student’s responsibility to find out what material was covered and whether or not there will be a quiz or test coming up. Not knowing that there would be a quiz or test does not excuse a student from taking it.
OFFICE HOURS: Office hours are times when students may ask the instructor to go over any homework problems, topics from class, problems on returned quizzes or tests, or any other topics relating to the course. Office hours will be conducted on campus, but I will have a link in Zoom for those who want to attend office hours that way. The link for office hours will be provided during the first week of class. The link for office hours will not be the same as the link for class.
EXAMINATIONS: There will be three tests during the semester and a cumulative final exam. In addition, there will also be several short quizzes, usually one per week beginning with the second week of class. (There will be no pop quizzes.) The lowest quiz grade will be dropped. The quiz average will count as one test. There will usually be no quiz during a week in which there is a test (unless the quiz is given as a take-home quiz.)
Tests will be taken during normal class times. They will be placed into Blackboard and also be sent out in email. To take a test or quiz either print out the quiz or test or copy the problems down on paper. When you are done you may take photos of the individual pages and either submit them though Blackboard or through email. (I recommend you do both, just to be safe so that there is no concern on whether or not it went through and whether or not I received it.) When submitting a test or a quiz, please check the following:
1)The handwriting is legible.
2)There is plenty of light so that I can see what is written.
3) No shadow is covering part or all of a page.
4) All your work is submitted. If you take a test but forget to submit a page, you
will not get any points for the missing problems.
No student will be allowed to take a quiz or a test after the day and time that the quiz or test is given to the rest of the class. NO MAKEUP QUIZZES OR TESTS WILL BE GIVEN. The only exception to this in which a makeup test will be given is in the situation in which a quiz or test occurs on a day on which a student will be observing one of the religious holy days posted on the school’s website. In that case the student MUST notify the instructor IN ADVANCE BY ONE FULL DAY what the religious observance is and that he or she will be observing that religions obligation. In that event, the makeup quiz or test must be completed the next day. The lowest quiz grade and the lowest test grade (which could be the quiz average or the final exam) will be dropped.
The number of problems on each test will be chosen so that a student should be able to complete the test within one class period. As a rule, I will expect all tests and quizzes to be submitted by midnight on the day of the quiz or exam. No test or quiz will be accepted after that time.
Tests and quizzes may have instructions at the beginning of the test saying on which problems a student must show the work. For those problems, if no work is shown, no credit will be given. If only part of the work is shown, only part of the credit will be given. Problems need to be solved using the methods shown in class. Tests and quizzes are to be completed without students working together or getting outside help. If I have reason to believe students cheated, either by communicating and working together on a test (for example if two students submit identical tests with the same correct answers and the same mistakes), or by some other method, the students that cheated will get a score of 0 on the quiz or test. If I see that a student solved a problem in a way that I never taught, it will be assumed that the student looked up the solution on the internet or had someone else solve the problem. The student will get a zero for that problem.
GRADING POLICY: Each student’s final grade will be based on the quiz average, the three grades on the tests during the semester, and the grade for the final exam. The lowest quiz grade and the lowest major grade (which could be the quiz average, the grade for test 1, the grade for test 2, the grade for test 3, or the grade on the final exam) will be dropped.
Test1
Test 2
Test 3
Final
Quiz average
Grading System:
A 90% – 100%. C 70% – 74%
B+ 85% – 89% D+ 65% – 69%
B 80% – 84% D 60% – 64%
C+ 75% – 79% F 59% or below
Calculators are needed in this course. You will need either a scientific calculator or a graphing calculator. I recommend the TI-84.
WITHDRAWAL POLICY: Any student can withdraw by contacting the registrar’s office by April 11. If someone wishes to withdraw after that date, I will allow a withdrawal up to April 21, but no later. If a student wishes to withdraw after April 2, that student must contact me by April 21
SCHEDULE: The following is a tentative schedule.
1.1 Introduction to the Practice of Statistics
1.2 Observational Studies versus Designed Experiments
1.3 Simple Random Sampling
1.6 The Design of Experiments
2.1 Organizing Qualitative Data
2.2 Organizing Quantitative Data: The Popular Displays
3.1 Measures of Central Tendency
3.2 Measures of Dispersion
3.3 Measures of Central Tendency and Dispersion from Grouped Data
The first test is tentatively set for 2/24 covering up through section 3.3.
5.1 Probability Rules
5.2 The Addition Rule and Complements
5.3 Independence and the Multiplication Rule
5.4 Conditional Probability and the General Multiplication Rule
5.5 Counting Techniques
6.1 Discrete Random Variables
6.2 The Binomial Probability Distribution
The second test is tentatively set for 3/31 covering sections 5.1 through 6.2.
7.1 Properties of the Normal Distribution
7.2 Applications Of The Normal Distribution
8.1 Distribution Of The Sample Mean
8.2 Distribution of the Sample Proportion
9.1 Estimating a Population Proportion
9.2 Estimating a Population Mean
The third test is tentatively set for 4/28 covering sections 7.1 through 9.2.
10.1 The Language of Hypothesis Testing
10.2 Hypothesis Tests for a Population Proportion
10.3 Hypothesis Tests For A Population Mean
12.1 Goodness-of-Fit Test
12.2 Tests for Independence and Homogeneity of Proportions
The Final Exam is tentatively set for 5/12.
MATHEMATICAL LEARNING CENTER: The Math Learning Center will open on 9/8 and have the hours given below. Any student may make a one-hour appointment. The learning center will also have “walk-in, real time sessions.” NOTE that use of the term “walk-in” does not mean that a student is to literally walk into the MLC in campus. All sessions will be held virtually.
SPRING 2022
MATH Learning Center Schedule
Monday – Thursday 9:00 am – 6:00 pm
Friday 9:00 am – 2:00 pm
Saturday 9:00 am – 1:00 pm
Vaccination & COVID-19-related Requirements
In alignment with HYPERLINK “https://www.suny.edu/sunypp/documents.cfm?doc_id=900” t “_blank” SUNY’s COVID-19 Vaccination Policy, all students coming to campus for classes, activities or services must be fully vaccinated for COVID-19.
In addition, as soon as they are eligible, students are required to present evidence of a COVID-19 vaccine booster during the spring 2022 semester. Details regarding student eligibility to receive the booster will be communicated directly to students and made available on the website.
Mandatory COVID-19 Safety Measures
The safety, health, and well-being of students and the college community are Suffolk County Community College’s primary concern during the COVID-19 pandemic. Your compliance with these mandatory safety measures will help reduce the risk of on-campus transmission of COVID to assist in keeping our campus safe so we can convene face-to-face classes and student activities. Failure to comply with the COVID-19 safety measures will result in referral to the Office of the Campus Associate Dean of Student Affairs for potential disciplinary action.
Masking Requirements
In accordance with the Centers for Disease Control and Prevention (CDC) guidelines, Suffolk requires that all members of our campus community wear masks in the classroom, inside any College buildings, and in any crowded outdoor settings. These masks should cover both your nose and mouth and are required regardless of vaccination status. Suffolk may change the masking protocols, course modality or other guidance as the COVID rate is monitored and as required by New York State, SUNY, and the local health department. Students who cannot wear a face mask due to a medical condition or disability, or who are unable to remove a mask without assistance, should seek an accommodation through the Office of Disability Services. Eating in the classroom is prohibited. Students are encouraged to find alternative spaces in the building for eating. If you do not adhere to any of these practices, you will be asked to leave the room. Non-compliance will result in referral to the Student Conduct Office for potential further disciplinary action.
Course Modality Changes
This course may need to transition to remote instruction should the need arise due to tightening local, state, or federal guidelines that cause the College to pause face-to-face instruction or due to classroom exposure related to COVID-19. Please look for announcements on Blackboard or your Suffolk email.
Student Absence
Students who have tested positive for COVID-19, who believe they may have been exposed or who are symptomatic should not come on campus and must notify their Campus Associate Dean of Student Affairs: • Ammerman Campus: Dr. Edward Martinez: martineze@sunysuffolk.edu • Eastern Campus: Dr. Mary Reese: reesem@sunysuffolk.edu • Michael J. Grant Campus: Dr. Meryl Rogers: rogersm@sunysuffolk.edu
Students should contact their instructor(s) as soon as possible if they miss class for any illness to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.
College Policies
Absences and Attendance Policy
The College expects that each student will exercise personal responsibility with regard to class attendance. All students are expected to attend every class session of each course for which they are registered. Students are responsible for all that transpires in class whether or not they are in attendance, even if absences are the result of late registration or add/drop activity at the beginning of a term as permitted by college policy. The College defines excessive absence or lateness as more than the equivalent of one week of class meetings during the semester. Excessive absence or lateness may lead to failure in, or removal from, the course. Absences due to religious observance will be deemed an excused absence with no negative consequences.
Any student who enters a class after the first meeting, regardless of reason, is accountable for all course requirements including assignments and attendance.
A student may be required to drop or withdraw from a course when, in the judgment of the instructor, absences have been excessive. A student may also be withdrawn from a course by the Associate Dean of Student Services or the Student Conduct Board following a disciplinary hearing for violating the Student Code of Conduct as described in the Student Handbook.
Attendance on Religious Observance
As provided for in New York State Education Law §224-a, student absences from class necessitated by religious observance will be deemed an excused absence, with no academic consequences. Students must notify their professor in advance of their religious observance, via their College email accounts or otherwise in writing, of their intention to be absent from a particular class due to a religious observance; notification should occur at least one week prior to the religious observance. Observing students shall be granted reasonable arrangements and/or be permitted a reasonable amount of time to make up missed quizzes, tests, assignments, and activities covered in their absence. Please refer to the College’s Religious Observance Policy, which is available on the Office of Legal Affairs’ website, for additional information.
Services for Students with Disabilities
Suffolk County Community College provides reasonable accommodations to registered students with disabilities who have self-identified and been approved by the Office of Disability Services.
Once approved for reasonable accommodations, such students will be provided with an Accommodation Letter, describing the specific accommodations. Students must present this letter to each of their professors before accommodations can be provided. Students are encouraged to email this letter to their faculty member.
Students who have, or think they may have, a disability are invited to contact Disability Services for a confidential consultation. Students are encouraged to contact the office by email this semester.
Disability Services Contact Information:
Ammerman Campus
Call the Disability Services Office at 631-451-4045 or email the Office at disabilityA@sunysuffolk.edu
Eastern Campus
Call the Disability Services Office at 631-548-2527 or email the Office at disabilityE@sunysuffolk.edu
Michael J. Grant Campus
Call the Disability Services Office at 631-851-6355 or email the Office at disabilityG@sunysuffolk.edu.
Academic Integrity
Suffolk County Community College provides students with the opportunity to demonstrate their knowledge by submitting coursework that is uniquely theirs and giving proper attribution to the work of others. Participating honestly in the SCCC academic community ensures that students can take pride in their education and their contributions to scholarship. Without academic integrity, students gain unfair advantage over others and prevent their own intellectual progress. As a student in this class, you are expected to uphold the SCCC core value of Integrity and understand the Special Procedures for Academic Dishonesty in the relevant sections of the SCCC Student Code of Conduct.
The Code prohibits academic misconduct, which includes any action that results in students giving or receiving unauthorized assistance in an academic exercise, or receiving credit for work that is not their own. Academic exercise includes all forms of work submitted for credit. Academic misconduct includes, but is not limited to, the following behaviors: cheating on exams; plagiarizing – using another person’s work or ideas without crediting them; complicity – helping a student, or being helped, to engage in academic misconduct; multiple submissions – submitting the same work for credit in more than one course without the instructor’s permission; falsification and forgery – inventing information or falsifying the identity of a student.
Information about the Student Code of Conduct, plagiarism and the citation process is in the Academic Integrity and Plagiarism Guide.