​This is a great article. Click the title of the article to go to The Chronicle of Higher Education to read the article.

No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs?
By Beth McMurtrie FEBRUARY 10, 2019 

I use project-based learning methods.
​I have my marketing students work with a local company or non-profit organization (their choice). The end product from the course - usually a segment analysis, or a marketing or promotion plan - is not pre-defined. The students have to figure it out. 
My students get frustrated. I know, because they write about how they didn't get step-by-step instructions in the end-of-year reviews of my teaching. 
The students want detailed, step-by-step instructions. I give them - through lectures, textbook readings, articles, and current new examples - the foundational knowledge that they need to complete their projects. I make myself available to mentor and coach them - to answer any questions they have - every day of the week.
The students have to apply that knowledge to a messy and complicated real-life problem to help a local business owner or non-profit organization manager. That is what they will do after they graduate.
I live with the negative comments in my course reviews because I know they students will benefit in the future.

#highereducation #unca #uncasheville #projectbasedlearning #learningfromexperience #education

Bergsteiner et al. (2010, p. 36) schematic describing student involvement in teaching methods. The authors adapted this model from Svinicki and Dixon (1987).

​I passed my Research Experience Component presentation yesterday. This clears me to deliver and defend my dissertation research proposal. One more milestone out of the way. Message me if you would like a copy of the paper.

In the illustration above, we see the four quadrants of the D. A. Kolb (1984/2015) Experiential Learning Theory cycle, with the distinction of the “student as actor” and the “student as receiver.” The two axes represent student activities, moving from a relatively passive role (student as receiver), for example, lecture analogies or descriptions, to the student acting, as in fieldwork. I find Figure 4 to be a useful tool to identify experiential learning activities because it presents the activities as continua rather than as discrete and separate. In the following table, Bergsteiner et al. (2010) created a visual framework that could be helpful in categorizing experiential learning activities and in explaining experiential learning to survey and interview participants.

Following is a video of the slides from my presentation (no audio).

References

Bergsteiner, H., Avery, G. C., & Neumann, R. (2010). Kolb's experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32(1), 29-46. doi:10.1080/01580370903534355

Kolb, D. A. (1984/2015). Experiential learning: experience as the source of learning and development (Second ed.). Upper Saddle River, NJ: Pearson Education, Inc.