The Case of a Curriculum-Driven Experiential Learning Lab for Business Students

The Case of a Curriculum-Driven Experiential Learning Lab for Business Students

Susan Schultz Kleine (Bowling Green State University, USA)
DOI: 10.4018/978-1-4666-2673-7.ch018
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Abstract

The chapter presents the case of collaborating to create a 21st-century learning space in the College of Business at a mid-sized comprehensive university in the Midwest (U.S.). The space is an experiential learning lab, designed for collaborative, hands-on learning to develop business acumen, innovative and integrative thinking, and communication skills. The space supports key elements of a new curriculum for business students as well as a learning space for entrepreneurship classes. The combination of the learning goals, pedagogy, and physical environment give the space its distinctiveness. This case highlights guidelines applicable to other educators considering the creation or adaptation of spaces intended for creative collaboration and experiential learning. Future directions include identifying best practices for space use, improving formative and summative assessment tools, and evaluating the extent to which the unique space enhances learning.
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Collaborative Groups Involved In Curricular And Space Development

A collaborative, interdisciplinary task force of faculty and students took up the overall BSBA curriculum redesign, resulting in a new set of learning outcomes and the new experiential lab courses. To develop the lab courses, we applied L. Dee Fink’s (2003) learning outcome based curriculum design approach. First, we specified the primary learning outcomes of innovative thinking, integrative learning, and communication skill development. Second, we designated means of assessing the outcomes—collaborative semester-long projects plus workshop assignments that led to project completion. Third, a collaborative team of instructors and graduate students designed the lab activities to be delivered each week of the course. Following a similar process, a group of entrepreneurship faculty revised the entrepreneurship minor and carried it through the institutional approval process.

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