Suchergebnisse

This article reviews andragogy as the philosophy resident in the broad arena of experience-based learning. Beneath the umbrella of experience-based learning lie the specific classroom orientations of student-centered learning, problem-based learning, and classrooms as organizations. These orientations contribute to the creation of autonomy-supportive classrooms that focus more fully on student experience as a means to greater learning. The exhaustive review of the literature on student experience in teaching environments is the foundation for claims to fuller integration of this approach and discussion that focuses on the student as the original reason for the existence of the classroom. The article closes with a call for more student-focused andragogy, its relevance for Millennial learners, and recommendations for educators.

This article reviews Appreciative Inquiry (AI) as a process used in organizational creation and change and then outlines steps for an in-class exercise titled "The Preferred Classroom," to be used to design and organize a college classroom for the term. The exercise also prepares business students for future exposure to AI. A brief literature review is followed by a detailed step-by-step approach of how the exercise has been conducted in Organizational Behavior, Management, and Leadership Development courses at the graduate and undergraduate levels. Strategies for success, the value of the exercise in students' lives, and implications are also discussed. Results of the exercise show increased awareness and optimism in students about their lives as well as relationship development with others in the class through shared experiences. In addition, increased freedom occurs with the opportunity to contribute to the design of the course and course values.

ABSTRACTThis article describes a multistep exercise focused on decision‐making that can be used in a variety of disciplines. The exercise helps students understand process issues in decision‐making and the complexity of doing so in real world scenarios. The exercise uses a case to illustrate the paradoxical effect of how decision‐makers often focus on the content of decisions in lieu of attending to the decision‐making process. It is best suited for upper‐level undergraduate and graduate students. Insights about process issues are revealed through creating a team contract, a team inventory, and making the decisions required in the case analysis. These revelations occur across three 75‐minute classes but can be adapted to the time available and relevance of the course. The article's structure is organized according to Wiggins and McTighe's curriculum development model.