This course is designed to provide an introduction to the subject of ethical behavior in business. The course provides an understanding of the nature of ethics, the role ethics plays in business, and the most commonly encountered ethical dilemmas in a business career. It provides practical advice on how to identify ethical dilemmas when they arise, how to get enough information to assess one’s responsibilities, how to analyze a complex ethical choice, and how to marshal one’s own resources and courage to act ethically. While the course includes some ethical theory, it is designed to be approachable by the seasoned manager, the novice businessperson, and students in business schools. No specific background or preparation is necessary. See also "Creating an Ethical Corporate Culture", now available on Canvas Network.
Kirk O. Hanson
Executive Director, Markkula Center for Applied Ethics
This six-week course is designed to help the criminal justice student learn how to gather, analyze, and process data in the course of large scale criminal case investigations. Topics include investigative techniques, photography, note taking, and sketching; identifying, collecting, examining, and processing physical evidence; and obtaining information about suspects as well as identifying and locating suspects. The FBI Major Case #203, “Pizza Bomber” investigation will be utilized as a case study for this course. Every investigative step taken during the course of the investigation will be analyzed and discussed. Each week will include engaging activities for course participants. This open course contains discussion themes and images that some participants may find disturbing. Participant discretion is advised. Required text: Pizza Bomber: The Untold Story of America's Most Shocking Bank Robbery. Can be purchased from Penguin Press. Cost: $9.99
Jerry Clark, Ph.D.
Assistant Professor of Criminal Justice, Gannon University
This free five-module online introductory course gives you the essential concepts, techniques, and skills to effectively work with data and produce compelling data stories under tight deadlines. Comprised of video lectures, tutorials, assignments, readings, and discussion forums, this course is open to anyone in the world with an Internet connection who wants to tell stories with data. Our media environment is increasingly saturated with data, including large collections of leaked documents published by Wikileaks, public databases about lobbying or government spending, and “big data” from social networks such as Twitter and Facebook. As a result, many media organisations seek data-savvy journalists to help them process this information to understand what is in it, to identify what is important, and to provide insights to readers in a compelling way. Modules: 1. Data journalism in the newsroom, with instructor Simon Rogers 2. Finding data to support stories, with instructor Paul Bradshaw 3. Finding story ideas with data analysis, with instructor Steve Doig 4. Dealing with messy data, with instructor Nicolas Kayser-Bril 5. Telling stories with visualization, with instructor Alberto Cairo Meet the instructors: Recommended reading: The Data Journalism Handbook Sponsors: Google; Ministry of Education, Culture and Science of the Netherlands; African Media Initiative Advisory board: Justin Arenstein (African Media Initiative); Josh Hatch (The Chronicle of Higher Education); Scott Klein (ProPublica); Angélica Peralta Ramos (La Nacion, Argentina); Aron Pilhofer (The New York Times); Guido Romeo (Wired Italy); Sascha Venohr (Zeit Online) Organisers: The European Journalism Centre is a non-profit international foundation with the remit to improve, strengthen, and underpin journalism and the news media in the interest of a functioning democratic public sphere. This mission has two main aspects: safeguarding, enhancing, and future-proofing quality journalism in Europe and the world and media freedom in emerging and developing countries. Data Driven Journalism is one of the leading initiatives for training, resources and networking in the area of data journalism. Founded in 2010, the programme is dedicated to accelerating the diffusion and improving the quality of data journalism around the world. We run the website DataDrivenJournalism.net as well as the School of Data Journalism, and produced the Data Journalism Handbook. For more information about this course, please visit the course website.
In this course we will explore more than 300 digital tools used to teach English as a second or foreign language. After an introduction to task-based learning, participants will have the opportunity to evaluate a wealth of Web-based and non Web-based digital tools, design digital tasks, explore authentic assessment tasks, and develop task-based lesson plans and a digital task-based syllabus. Due to the collaborative nature of this course, participants will be expected to contribute to the list of digital tools discussed throughout the course. By the end of the course, students will be highly aware of the wide range of digital tools available and will have a deep resource bank of digital-tasks to choose from when developing task-based lessons within their own language courses. Students should be interested in implementing task-based language teaching and digital tools in their language classrooms.
Coordinator of Instructional Technology and Online Learning, Assistant Professor
Are you a life long learner? Do you like comic books? Do you think it would be interesting to discuss social issues using comic books as a lens? Are you an educator looking for different methods to present your material? If so, this course is for you! From the creator of Gender Through Comic Books (aka the SuperMOOC), this six month course will examine current social issues through comic books while understanding how popular culture is shaped by it's surroundings. We will read a variety of comic books including Scalped, Daredevil, Swamp Thing, and many more. While reading these books we will examine topics such as social inequality, the environment, government intervention, addiction, and information privacy. Using lectures, live interviews with academics and comic book professionals, discussion boards, and readings, we will learn about social issues and how they are presented in comic books and the impact that those books have had on the issues whether large or small scale. This will be more than a class - it's a formation of a community.
Doctoral Candidate at Ball State University
This is a 3-week instructor-led course that will include a review of ethical principles and a description of an ethical decision-making model for health care professionals. Case studies and discussion will be the primary teaching route. Certificate route includes two short quizzes and a final assignment. Over the course of their careers, health care professionals face a variety of difficult decisions. At times, choosing between two courses of action presents an ethical dilemma. The health care professional must consider the consequences of each course of action. Simply following one's "gut" feeling is inappropriate and unprofessional. The purpose of this course is to develop core principles in philosophy and ethics to help health care professionals think about and evaluate their role in society.
Fred McGinn, Ph.D.
Director, School of Health & Human Performance
This course is designed to help you get started as a behavioral science student, become familiar with the academic programs within the field, and prepare you for your first meeting with your academic advisor or academic counselor once you make your decision about which program to pursue. This course is not graded and you do not receive course credit; it is a tool to prepare you for success as a college student. At the end of each course module there is a short quiz. You will be required to get 100% on the quiz before proceeding (but don't worry, we'll help you with each answer along the way). There are several additional modules you may complete if you feel the information is relevant to you. At the end, you will take a brief anonymous survey, just to let us know how we're doing.
Advisor and Adjunct Faculty
Whether you are 13 or 113, this Google Ninja course is for you. Most people THINK they know how to use many of Google's free tools, but they actually only use a small portion of what's possible. This course will help you become a near-expert at using the main Google programs, including email and calendaring, video conferencing and chat, spreadsheets, word processing, slide presentations, drawing, survey forms, drive storage, photo editing, blogging, and much more!
This short course will provide a hands-on introduction to statistics used in educational research and evaluation. Participants will learn statistical concepts, principles, and procedures by building Excel spreadsheets from scratch in a guided learning approach using short video-based tutorials. Examples of specific skills to be learned include scales of measurement, measures of central tendency, measures of variability, and the computation of the following: mean, mode, and median, standard deviation, z (standard) scores, Pearson product-moment correlation coefficient (r), correlated-samples t test (i.e. dependent t test), independent-samples t test (i.e. independent t test), and a one-way analysis of variance (ANOVA). The course is designed primarily for two audiences: 1) educational professionals who would like to be more informed about how to compute basic statistics and how to use them intelligently in their work; and 2) first-year doctoral students who want a short and friendly introduction (or brush up) to basic statistics before taking full graduate-level statistics courses. However, this course would be useful to anyone who wants a good, short, hands-on, friendly introduction to the most fundamental ideas of statistics in education.
Professor of Learning, Design, and Technology
We all have a story. No matter where we are in our life’s journey; no matter our circumstances; we have something to share that has made us who we are. Capturing and examining our life stories increases our resilience and clarifies our place in the world. Join eight leaders and authors in exploring the power of these stories in our lives. Together, we will share our stories of family and community, work and career, college or school, and the financial, physical, and spiritual triumphs and challenges we have faced. Together, we will acknowledge and embrace those stories using them to ground us and to help us shape our futures. Focused on adult women but open to all, this unique course allows us to document privately, and to share if we wish, the meaningful stories that have been passed down to us and the stories of experiences that we have lived. Our hope is that each participant will draw new meaning and strength from this process.
Carol Leary, Ph.D.
President of Bay Path College
The Cloud Institute’s Education for Sustainability (EfS) online course is designed to increase participants’ awareness, knowledge, and understanding of the core concepts, content, and habits of mind that characterize Sustainability and Education for Sustainability (EfS). This online learning community has been designed to provide a foundation in EfS, and the six-week course engages participants in activities that combine systems thinking, sustainable economics, and the science of sustainability, and is open to anyone interested in gaining awareness and new ways of thinking about prosperity, responsible citizenship, and the restoration of our living systems. Course content will be delivered via video, podcasts and handouts – and we will host 3 live chats with Jaimie Cloud. We have optional recommended resources in the form of access to our online portal Cloud Commons. The fee is $39 for a six week subscription to the EfS Content Library of Cloud Institute units and lessons, templates, assessment protocols, enduring understandings, and workshop materials.
Founder and Educator at The Cloud Institute for Sustainability Education
Designing and facilitating online courses with a diverse student population is a challenge for new, as well as experienced online instructors. This course invites your critical reflection on the methods of online instruction; beliefs and potential bias of the online learner; policies and rules and how they align with course objectives; tone and the purpose of communication. We’ve collected readings and experiences of practice from online instructors and students to provide a foundation for discussion. The decisions they have made will help us make similar or, upon reflection, different choices for ourselves and our students. Those new to online instruction will benefit from the practical knowledge shared in this course. Experienced online instructors and designers will both expand their exposure to new insights and focus on the details of their own practice. The unique community college perspective, with all its diversity, provides a rich backdrop and adds genuine complexity to the discussion. Resource materials will be primarily open Web readings and videos. Participants will be asked to collaborate, share reflections, and provide guided feedback to other participants.
Instructional Designer and Instructor for Distance Learning
This course is a review of Basic Arithmetic skills that serve as a prerequisite for placement into and success in pre-college and college-level algebra courses. In this course, primary emphasis will be placed on fundamental operations with whole numbers, fractions, decimals, and integers. Other topics covered include proportions, percentages, representations of data, geometric figures, and measurement. Students who should take this course include: those that have an interest in brushing up on arithmetic skills prior to taking an upcoming placement test or those that have not had math in many years and want to review foundational skills and concepts. This course provides free digital access to all required materials including a student workbook, lesson videos, and online homework practice and assessment. A certificate of completion will be awarded by the instructor to students who complete required activities. The course instructor recommends purchase of a textbook or other course materials. Please see the details below. Required materials: Basic Arithmetic Student Workbook Purchase Info: Hard copy at Lulu.com or access via free digital download. Approximate cost for hard copy: $15
Donna Gaudet, Ed.D.
Professor of Mathematics
This course, offered through The New School, is devoted to the life and work of distinguished culinary professionals of the recent past and present who have changed the way we eat and drink in the United States. We will examine the lives and legacies of food culture giants, Julia Child, James Beard, Judith Jones, and Henri Soulé. Some are well-known to the public, others less so, but they all have left a long-lasting mark on what and where Americans eat, how they cook, and even the way they think and talk about food. Each unit focuses on one of the four innovators, drawing on panel discussions and interviews with food writers, researchers, and practitioners who knew them. Structured around notable figures we refer to as “culinary luminaries,” the course leans toward the past. This is not because we intend to create a canon establishing the most important contributors to the development of the food world in the U.S. Much research is developing in the field of culinary arts, which is emerging as a field worthy of attention not only from journalists and practitioners, but from authors and scholars. We could not fully understand the contributions of our four innovators without looking at the social and cultural contexts of their work. The video material dedicated to each of the four innovators will delve into these topics, shedding light on distinctive aspects of the U.S. food world at different points in time. Julia Child, James Beard, Judith Jones, and Henri Soulé worked in fields ranging from media to catering, and from restaurants to publishing. Their diverse contributions hint at the complex dynamics that lead to the evolution of the food world, a world influenced by food producers, restaurateurs, marketers, opinion makers, food writers, and book editors, to mention just a few. Why does the course focus on past innovators, rather than contemporary trends? Today’s culinary world is so dominated by the media and their news cycles that we tend to live in a compressed present, always looking for the next hot thing and creating celebrities to fuel the self-perpetuation of the industry. We seldom take the time to pause and look back. How did we get here? Was it always like this? America’s relationship with food is particularly interesting because many feel that until the late 1950s the high-end culinary world of the U.S. lived as a reflection of French haute cuisine and its approach to restaurants. What happened in that period that generated radical changes in the way Americans eat out and think of what constitutes good food? We do not intend to set U.S. culinary arts as a model. Through the close examination of the American experience and the contributions of innovators to its gastronomy, we want to help you acquire critical tools you can adapt and use to explore your own food culture, wherever you are. This is an open and burgeoning field with much to observe and learn about. We hope this course will be only the first step in your own research.
This course focuses on the application of theoretical approaches to the strategic management of technology and innovation. Concepts, tools, and process will be explored through lectures, readings, team activities, and case study applications. Major topics include: The importance of technological innovation Dynamics of technological change Factors affecting technological innovation and adoption Organizational strategy and strategic management in the face of rapid technological change At the end of the course you will be able to: Identify how technological innovation impacts individuals, businesses, and society as a whole Explain how technology changes and evolves Identify the key factors affecting technological innovation and adoption Explain how organizations develop and manage strategies Explain the fundamental dynamics of technological innovation in an organizational setting Explain how to develop and implement organizational strategies for technological innovation
Peter von Stackelberg
With the industrial, technical, and commercial market becoming more and more global, it is imperative that writers understand the importance of writing for a worldwide market. Writers cannot write for a single language community anymore but must be aware of, and consider how to prepare and write for multiple languages to reach diverse populations, cultures, and communities. This course will focus on how to apply best practices for: Globalization - the broad range of processes necessary to prepare and launch products and company activities internationally. Internationalization - developing content that is easily localized; doesn’t include local/regional references. Localization - the process of adapting a product or service to a particular language and culture. In addition, writers must also be aware of the industry’s standards to help manage this activity, including an understanding of: Machine translation (MT) Translation memory (TM) Translation Management Systems (TMS) Content management systems (CMS) This self-paced, four-week course will be accessible after the course start date. Participants can choose to receive a paper-based certificate of completion at the end of the course from an accredited university. The cost of the certificate and processing will generally be $59 domestic and $69 international.
Instructor, SME and Content Developer for JER Online
This course provides prospective college students with a primer in college level reading, writing, and mathematics. Whether a student is preparing to take a standardized placement test, or simply wishing to determine and improve his or her readiness to handle college-level work, this course can help to build mastery and confidence. Students may choose to work at their own pace across all three subject areas, or to select individual content areas. Pretests will determine any learning deficits, which can then be mastered through self-paced learning modules. Not forgetting the importance of the human touch, this course is overseen by a trio of reading, writing, and mathematics professors who will be available to assist and encourage students along their journey to college readiness.
Assistant Professor of English
At its core, this course is about providing students with a broader understanding of music as a uniquely human activity. This will be accomplished by discussing the music you actually listen to, learning about various dimensions and elements of music, and creating your own music. No previous experience making music is necessary. This course is designed for individuals at all levels of musical understanding and experience. The fundamental assumption underlying the course design is that ALL people are innately musicians, whether that musicianship is expressed in the form of listening, performing, or creating music. Ever since you were born (and even before) you have been developing an expertise in music based on your own personal musical experience. This is similar to how you have been developing a language expertise that is dependent on your individual experience with the language(s) that you speak. It is your own individual musical expertise that forms the entry point into this course and on which this course is built. These are the course’s four learning goals: Acquire a more robust understanding of the various dimensions of music Acquire a richer language for talking about (describing and evaluating) music Integrate those understandings to create and evaluate your own music Apply this musical language to describe and evaluate music of others The entire course is framed around answering one basic, but deceptively complex, question: What is music? The course is structured to help answer this question by approaching it from various perspectives, including the following: Music as Human Activity Music as Metaphor Music as Emotion Music as Physics Music as Form Music as Culture Within each module, you will do each of the following: Learn new material through various media, including course readings, presentations, videos, websites, etc. Actively participate in discussions, which are designed to give you opportunities to apply and broaden your knowledge of this new material. Demonstrate your knowledge by completing short quizzes on the material (only some modules). Create musical products of your own, with support and help embedded within the course itself (you do NOT need to be able to play an instrument or have previous experience making/writing music). Review, evaluate, critique, and discuss projects from your peers.
Nick Stefanic, MME
Doctoral Candidate in Music Education
This self-paced course provides participants with the opportunity to explore, assess, and document learning mastered through a variety of life experiences. You will be challenged to think holistically and critically about your skills, knowledge, and performance capabilities as they relate to college-level and professional-based learning. Participants will use social media to build personal learning networks that support collaborative learning and cooperative engagement. The focus is on identifying college-level content and preparing an experiential learning portfolio. Allow seven weeks to complete the coursework and portfolio. For $150, you may submit your experiential learning portfolio for review at Bellevue University. If the portfolio is awarded at least one credit, you will receive two credits for completion of this course at no extra charge.
This course provides an introduction to the environmental aspects of sustainability, including renewable energy techniques, the impact of nonrenewable sources, air quality, storm water management, land use, and the built environment. Topics include climate change and greenhouse gases; wind, solar, water, and geothermal energy; bio-fuels; conservation techniques; global demand; legal and regulatory aspects; and job creation. After completing this course, students will be able converse knowledgeably about the broader context of sustainability and environmental impacts, social consequences and financial opportunities.
Manager - Environmental Operations, LEED AP ND
This course is designed to provide executives, managers, and supervisors the knowledge and tools to create and sustain an ethical culture in their company, department, or work group. Management theorists and ethics experts have increasingly concluded that this responsibility, to create and sustain the ethical organizational culture, is a fundamental task of every level of management. Course participants will learn that managers select from four basic strategies to create an ethical organization and culture, and make use of ten basic tools to shape that culture and keep it strong. The course also addresses unavoidable challenges to an ethical culture. This course can be taken separately, but in part builds on "Business Ethics for the Real World," another Santa Clara University course offered on Canvas Network. No specific background or preparation is necessary.
Kirk O. Hanson
Executive Director of the Markkula Center for Applied Ethics at Santa Clara University
What’s in your digital teaching toolbox? Do you have the tools you need to reach 21st century learners? This course will introduce you to digital technologies and show you how to integrate them into your classroom/webspace. Learn how to combine pedagogy and technology to create a more effective educational experience for students. Prerequisites: Students should be familiar with fundamental computing skills such as: -cut/copy/paste -functions of mice (i.e. double click, triple click, etc...) -basic operation of web browsers (e.g. bookmarking, refreshing) -saving content to various locations on a device -standard use of productivity programs (e.g. Microsoft Office) Enrollment: Free Note: There is the option to receive 2 CEU credits with San Diego State University at an additional charge of $295. Instructor will provide details during the course.
Emil Ahangarzadeh, Ed.D.
Director of Technical Statewide Education Technology Services
It’s like hunting big game in Africa (without the animals, the African Savanna, or the actual hunt). It’s big data and it informs your marketing strategy and opens the door to targeted, customer-aware advertising. So, don’t just start chasing after a herd of gazelles (or whomever makes up your target market). Enroll in this course, take the knowledge and downloadable templates back to your organization, and successfully capture your target market with your own big data-driven marketing campaign. Enrollment cost: $99.00 Students who successfully complete this course will receive a letter of completion. Note: This course is non-refundable.
Tisch University Professor in the Department of Computer Science
We live in a digitally connected world. The way information is generated, shared, processed and distributed is significantly impacting how we learn. If you have a passion for teaching and learning, and want to be an awesome educator now and in the coming decades, this course is for you! We will begin the journey of becoming a dynamic educator for the digital age. This course will last 6-8 weeks and will probably take 3-4 hours of your time each week, if you want to earn the certificate of completion. But, no pressure, jump in and out as you like. It’s all about the learning!
Savilla Banister, Ph.D.
Professor of Classroom Technologies
With human capital development and the search for talent being one of the most pressing problems of businesses today, it's imperative to consider all possible labor sources. People with disabilities represent a potential labor force of eager and exceedingly capable people who can strategically advantage your business. The focus of this course is how organizations can access the largely untapped talents of individuals with disabilities to meet the strategic objectives of their organization. This course provides the necessary tools to enable leaders to build a case within their organization on how inclusion of people with disabilities can add a significant advantage to the organization's strategic plan. Students will cover the following key areas: Why individuals with disabilities should be a part of a human capital strategy Myths and misconceptions about people with disabilities How to successfully recruit this talent pool Aligning these efforts with an organizational strategy and global imperatives How to get implementation in your organization Learn more:
Susanne Bruyere, Ph.D., CRC
Director of the Employment and Disability Institute at Cornell University in the ILR School (Industrial and Labor Relations) Outreach Division
Marketing isn’t all business. It’s also an art—and definitely a science (especially when you focus on the data). Enroll in this course and learn how to take a scientific approach when it comes to targeting market segments. Through cluster analysis, you’ll form data-driven hypotheses, so you can zero in on the greatest potential for profitability, and become the mad scientist of marketing campaigns. Enrollment cost: $199.00 Students who successfully complete this course will receive a letter of completion. Note: This course is non-refundable.
Henrietta Johnson Louis Professor of Management Professor of Marketing
This course teaches students how to prepare, interpret, and use financial data to make business and financial decisions. Course content is based on a variety of topics pulled from specifications of the Accounting Pilot and Bridge Project (APBP) as spearheaded by Dan Deines and Joe Bittner. The APBP is currently striving to get the College Board to add Accounting to its AP Curriculum. Particular emphasis has been placed on mastering the expanded accounting equation, the full accounting cycle, preparing the financial statements, and understanding key financial ratios. Beginners or those just wanting to learn more about accounting are welcome, in addition to professionals and educators. In order to successfully complete this course, students will need the following prerequisite knowledge: 1. The ability to read and comprehend English at a college freshman level. 2. The ability to perform simple math (addition, subtraction, multiplication, division), including solving for an unknown, as shown below: a = b*c where you are given a and c and you need to solve for b a = b + c where you are given a and b and you need to solve for a a = b/c where you are given a and c and you need to solve for b
Kevin Kimball, CPA
Associate Professor of Accounting
You’ll explore how to use new media to communicate your brand promise in a cohesive way by maintaining your brand voice. And you will learn how to conduct an online customer review analysis to help you understand your customers and their interests so that you can tailor your brand promise to your target market. Use what you learn in this course to understand how your firm is communicating its brand promise, and take concrete steps to ensure you are being consistent in your messaging.
Bill Carroll, Ph.D.
A key skill for HR practitioners or hiring managers is the ability to attract talent to the organization. Today, the availability of social media tools has changed this process, although the end result is the same. Because the tools change so quickly, this course offers a framework for using social media to your advantage, rather than discussing specific social media platforms in detail. This course addresses a key aspect of attracting talent—the employer brand.
Christopher J. Collins, Ph.D.
Associate Professor and Director, CAHRS
When it comes to improving sales and market share, knowing what consumers want isn’t enough. You also need to know what they believe your product or service, and your competitors’, provides. In this course, you’ll examine perceptual maps, which are used to identify how consumers differentiate among products and how they perceive one product relative to another. These maps are valuable for identifying opportunities to introduce and position new products, repositioning existing products, and identifying your true competitors. You will also examine positioning statements, which are the foundation of an overall marketing effort, and learn how to create a positioning statement for your brand.
Sachin Gupta, Ph.D
Professor of Marketing
Billed as the "world's largest hospitality technology show," the annual HITEC conference offers networking, education, and information on the latest technology, including the evolution and management of new media. It’s a place where organizations build relationships with industry vendors. eCornell attended the 2013 conference and met with industry leaders to talk about changes in the hospitality marketplace with regard to new media and technology. Bill Carroll, senior lecturer at Cornell University's School of Hotel Administration, provides context for our guest experts and advice for your organization. Join him to learn about how your organization can meet the challenges of the rapidly evolving, technology-driven, world of hospitality media management.
Bill Carroll, Senior Lecturer, Cornell School of Hotel Administration
Technological advances have enabled organizations to tap into talent wherever it may be located. Companies are also increasingly operating globally and facing competition from not only domestic but also foreign sources. Economic trends are also putting pressure on organizations to do more with less. Thus, companies are looking at how to get the most from their employees. Today, companies continue to fight the war for talent. With advances in technology, people are increasingly able to work remotely from just about any location, not just at their employer’s work site. This opens up new opportunities and new issues in terms of how people accomplish work and how organizations plan strategies to meet their goals. This course is designed to expose HR professionals and leaders to the business case for remote work and key drivers to align remote work programs in their organizations’ strategic priorities.
Bradford S. Bell, Ph.D.
Effective social media policy protects an organization from risk at the same time as it enables employees to develop more effective ways to accomplish work. Driving the implementation of social media policy is a great way for Human Resources (HR) and business leaders to demonstrate value with executive leadership. This course addresses the first part of policy development: what is the policy need? It begins by identifying uses of social media in the workplace. Then it addresses four areas that present risk to an organization. By the time you are done, you will have an idea where your biggest gaps are that require further exploration and policy development. You will be able to answer these questions: How does my organization use or desire to use social media? What risks exist that require social media policy?
Managing Director of CAHRS