Using Hard Times to Teach Business Ethics

2020 ◽  
Vol 17 ◽  
pp. 165-182
Author(s):  
Michael Stodnick ◽  
Nancy Schreiber ◽  
Keyword(s):  
Active Learning ◽  
Business Ethics ◽  
Undergraduate Students ◽  
Real World ◽  
Work Experience ◽  
Liberal Arts ◽  
Classroom Discussions ◽  
Hard Times ◽  
Business Principles ◽  
Business Setting

In this research we employ an inter-disciplinary project that uses active learning theory to help bridge the gap between a university’s extensive liberal arts core and its business program. We believe this project will improve and enrich classroom discussions of the more complex and nuanced issues found in the application of business principles. To redress the fact that many undergraduate students do not have extensive work experience to draw on when discussing the application of business ethics principles, we present a project that uses a classic novel, Hard Times, to improve students’ abilities to contextualize and apply common business ethics frameworks. The project focuses on active learning and non-linear thinking, and aims to immerse the student in a fictional environment that models the complexity of, without being identical to, a real world business setting.

scholarly journals Learning Outcome-Based Teaching of Power Electronics and Electric Machines Hybrid Laboratory Using ABAL Method

2021 ◽  
Author(s):  
Umair Safdar ◽  
Yaqoob Javed ◽  
Subhan Khan ◽  
Mujtaba Hussain Jeffery ◽  
Noman Naeem
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Power Electronics ◽  
Undergraduate Students ◽  
Real World ◽  
Electric Machines ◽  
Experimental Methodology ◽  
The Real ◽  
Real World Problem ◽  
Selection Of

This paper presents an Application Based Active Learning (ABAL) methodology on Power Electronics (PE) and Electric Machines (EM) as a hybrid laboratory course for the undergraduate students to design and implement the real-world engineering problems. The ABAL is a type of active learning which is a branch of Learner-centered teaching (LCT). The DC/DC converter along with the speed control of DC separately excites the motor. In addition, a DC/AC converter is designed to control the speed of an induction motor. The results are then investigated on a hardware platform under the ABAL experimental methodology. This paper also discusses the problem identification selection of the equipment, circuit design, hardware mounting and critical analysis of the results acquired from the hybrid laboratory. The ABAL methodology was evaluated based on student satisfaction, feedback, grades and interest to solve the real-world problem rather than cramming the engineering concepts and fulfill so-called lab routine and tasks

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

FIRO-B, Machiavellianism, and Teams

2001 ◽  
Vol 88 (3_suppl) ◽  
pp. 1187-1193 ◽  
Author(s):  
W. D. K. Macrosson ◽  
J. H. Semple
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Curvilinear Relationship ◽  
Correlational Study

A correlational study using the Mach IV and FIRO-B questionnaires examined the attitudes of 120 postgraduate and undergraduate students, the majority of whom had significant work experience. A curvilinear relationship observed between the FIRO-B and Mach IV scales calls into question an aspect of Will Schutz's prescription for interpersonal compatibility.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

scholarly journals Use of the Community Diffusion Model to Develop Community Partnerships and Overcome Barriers to an Urban College Internship Program

2004 ◽  
Vol 2 (4) ◽  
pp. 1-19 ◽  
Author(s):  
R. Eric Weston ◽  
Catherine D. Stayton
Keyword(s):  
Diffusion Model ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Community Partner ◽  
Implementation Barriers ◽  
Important Lesson ◽  
Community Institutions ◽  
Organizational Barriers ◽  
Predominantly Female ◽  
Internship Programs

The current scarcity of employment opportunities has increased the importance of the internship experience for graduating college students. However, the development of internship sites is fraught with both internal and external barriers. The goal of this article is to describe the development of an internship program in an urban-based liberal arts college. The article describes the: a) use of the Community Diffusion Model to develop partnerships with community sites, b) multilevel barriers to successful program development and maintenance, and c) strategies used to overcome the barriers. During a threeyear period, 110 students participated in the internship program, 59 undergraduates and 51 graduates. Both graduate and undergraduate students were predominantly female, aged 21 – 45. A total of 60 internship positions based in 31 community partner agencies have been developed. Student participation was highest in the direct service activities, and lowest in education activities. Organizational, individual, task-related, and relationship barriers affected the development and maintenance of partnerships. Organizational barriers proved to be the most difficult of these barriers to resolve satisfactorily, while task related barriers proved the most manageable. Establishing partnerships among stakeholders while anticipating multiple implementation barriers was the important lesson learned. Based upon our experiences, we offer recommendations for the development and maintenance of internship programs to colleges, community institutions/organizations, site and program directors, and policy makers.

scholarly journals The academic outcomes of first-in-family in an Australian university: An exploratory study.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Undergraduate Students ◽  
Academic Outcomes ◽  
Liberal Arts ◽  
Online Survey ◽  
First Generation ◽  
First Year ◽  
Family Status ◽  
The Usa ◽  
First In Family ◽  
University Services

Although the first-generation and first-in-family status (FIF) of university students has been of intense interest in the USA, it has received very little consideration in Australia. The present research redressed this imbalance by investigating the academic outcomes of FIF undergraduate students at a large, public, Australian university. Undergraduate students (N = 227) who were enrolled in education, nursing and liberal arts degrees completed an online survey. Data are representative of typical gender enrolment patterns for these degrees. In contrast to US research, there was no clear relationship between socioeconomic status and FIF status in this sample. Consistent with US research, FIF students had poorer academic outcomes than non-FIF students. However, this difference was only significant after the first-year of study when students were less likely to receive scaffolded learning support within courses. FIF students were more likely than non-FIF students to seek support from university services. The implications of these results for Australian universities are considered.

Reflection on peer reviewing as a pedagogical tool in higher education

2022 ◽  
pp. 146978742110730
Author(s):  
Karin Väyrynen ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Peer Feedback ◽  
Learning Activity ◽  
Active Engagement ◽  
Pedagogical Tool ◽  
Peer Reviewing ◽  
University Lecturers

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.

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