California Transparency in Supply Chains Act of 2010
California Transparency in Supply Chains Act of 2010
(Effective as of January 2012)
Proposed Schedule for the Breakout Session (Small Group) with Dr. Den Patten and Barbi Smyser-Fauble.
Tentative Day 1 Coverage
Time-Frame / Discussion Points or Activities / Resources10-15 minutes / Introduce Scenario & Info to Students / Provide students with specific research (basic background info & a specific list of companies impacted by this regulation)
Provide a brief introduction of the regulation and what it concerns (they can read/research to gain more of an understanding)
Identify what the group will work on (summary of the regulation in 2-3 paragraphs)
45- 60 minutes to read 2-3 handouts
30 -45 minutes
Break = 10-15 minutes / Reading Time for Students
(notes, etc…)
Group Discussion / Handout #1 = regulation definition
http://leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_657_bill_20100930_chaptered.html
Handouts #2 & #3 TBD (max of 6-7 pages total)
Each group will identify what they know about the regulation (what the regulation is, what it means, what does the regulation state/require, what are the benefits of this regulation), what vocab or terms need to be defined to understand this regulation, what is the process for determining if an organization/business is impacted by the regulation, and to explain it.
45 minutes / Writing exercise / Summarize the regulation and its requirements
Tentative Day 2 Coverage
Time-Frame / Discussion Points or Activities / Resources10:30 – 12:30 AM (English Instructor & COB) Focus on Summarizing information, User testing, and Group Discussion of learning challenges, etc…
Finish up Work Time = 15-30 mins. (depending on student progress)
User testing & peer feedback = 45 mins.
Group Discussion = 45 mins. (Text & issue discussion) / Work Time to finish summaries
User testing & Peer feedback of summaries
Peer Feedback (Pair up/may use triad if necessary
Group Discussion on challenges, assumptions, etc…
Map out issues challenges from questions as follows:
Do you really know what this is saying? (impacts to you, to others, what parts are confusing, why?) how do you envision others having issues? What issues did everyone have?
What additional information (texts) would be helpful? (Types &/or specifics) what texts are in dialogue with each other from the scenario – which should be in dialogue, but are not connecting, identify why this process is necessary, and why it needs to be done this way (Use experience with accounting procedures to identify why regulations and standards, like these, are needed and what happens when they aren’t followed etc…) / Scenario from Day 1
1:30 – 3:30 pm (COB Faculty & English Instructors)
Focus on Implications
Map recap and introduce activity 10-15minutes
5-Favorite Retailer Activity for hands-on research of implications and effects.
Research = 45-60 minutes
Re-group for group discussion to discuss learning points & findings = 30+minutes
10-15 min break before end group session / Recap MAP & AM and identify activity for PM
COB lead discussion about Implications of the regulation (reason for activity) – students select 5 retailers and research: Real company situations and background for why this regulation was created, discuss its intended purpose. Why is it only for California? What does this mean to people (general public)? To accountants? To businesses outside of California? How are companies responding to this regulation? Are they responding? Is info accessible to the public about their response? As a consumer, what does this regulation mean? Does it have weight or impact? What are infractions of this regulation? What has happened to companies who have infractions?
Students will be required to identify at least 1 item or finding to the discussion (interesting point, shocking point, etc..) Discuss how this information impacts the summary from day 1. What info needs to be added or changed? / Map of issues from AM session
Day 3 Tentative Schedule
Time-Frame / Discussion Points or Activities / Resources10:30 – 12:30 AM (English Instructor & COB) Focus on Building from Revision Notes to creating a piece of writing that summarizes the regulation process for a lay person (general public)
Intro & Explanation of Final Project (5-10 mins)
Revisit summaries and begin revisions and or notes for changes
20-25 mins.
Group Discussion of Audience Analysis & Initial Questions. – 30 mins.
Work Time to Apply Audience Analysis and learning points from Day 2 activity information to summary and critical analysis paragraph addition. = 75 mins. / Focus on Audience analysis, defining terms, changing or updating resource wording, explanations, etc… what is needed? How do we make this process (writing) better?
Which audiences need specific types of information? What is important to businesses? To Business Accountants? Other departments? What information is needed by CEOs? What information is important to the public? Etc…
Focus on critical analysis – is the regulation justified? Is it impactful as it is written? Are there loopholes or ambiguity issues that impact the effectiveness of the regulation? What changes or added info would be needed? Definitions? Etc.
Write a paragraph identifying this critical analysis info. / Map of Issues (Day 2 AM)
Summaries & Revision Notes (Day 2 discussion recap of 5 retailer activity)
Day 1 Resources (Handouts) and Day 2 COB faculty discussion of impacts and Q&A
1:30 – 3:00 pm (COB Faculty & English Instructors)
Focus on writing with clarity & brevity and discuss what that means. What is a successful piece of writing? (Business perspective; Accounting perspective)
User Testing of revisions– 30 mins.
Peer Feedback – 20 mins.
Group Discussion and Closing – 40 mins. Map out “Good writing” for summary (genre) and critical analysis
Revisit Map from Day 2 AM
COB focus on what good accounting summary writing would include and why these inclusions are important/necessary.
Prepare for presentation to large group / User Testing – in pairs (triad if necessary) From the perspective of someone who is a layperson.
Peer Feedback Discussion – Did “we” make the summaries better? Can you please everyone? How do you know?
Group Discussion - What is good writing? What does it mean in this setting? (Accounting, other departments, etc…) (Clarity, concise, effective, etc…) Brevity – So what does it mean? Where does what you understand or assume not translate to others? / Summaries – Revised & updated from Day 3 AM session
Map from Day 2 (AM)