Matching expetations to the classroom
Recently I changed my project formula in the classroom from papers to actual real-world applications. These projects are the length of the term for 12 weeks. SO each week as we learn in the classroom we add another piece to the puzzle of the project so it is growing and maturing as the student does.
This eliminates the weekend warrior that types a research paper the night before it is due.
These projects are for the business/Accounting students. Business law students have to create a business from the ground up and process the proper paper work be sure they have the correct paper work for their type of company etc... this includes insurances and tax agencies. I had an attorney from the secretary of state come as a guest speaker and help to outline the need for these steps. They also had to figure out if they were going to be LLC LLP S Corp etc... What best suited their company and why.
Now we have a company now we need to execute contracts and other instruments. This included bankruptcy and mergers and finally a dissolution of the company.
They also had to keep a journal or record of events. this allows the student to go back and review. I have many of these same students in other classes so I have them now in financing now they have to finance this company or advertise for this company.
This alone has dramatically changed the moral in the classroom. Due to the fact many of my students do want to start their own business so this is hands on experience. Nobody has left in the last two terms. My retention is up over 10%
Joseph, applying skills learned in the classroom within a work environment provides positive reinforcement and affirmation. Could you share more details about the in-house internship? How many hours? What type of tasks? Who oversees the activity? When is it scheduled? etc.
excellant strategy! I teach broadcasting/media classes and developed a program outside the course curriculum to allow students to enter work related environments. Immediately the students that have the grander schemes flocked to it and worked very hard in the program. the internship program seen 96% placement. A lot of students seen how hard a program it was and wanted to be part of it, but lot of them just couldn't handle the work load.
The program was discussed numerous times on how to implement into the curriculum because of its success rate, but the amount of students not able to handle the work load would fall off.
The program is show up and start with a meeting about the days duties. Each person would be assigned work to be finished and it was given a deadline of couple hours.
One student went through the program and in her fourth semester said she hated me for what I put her through...but when she interned at another T.V. station (which is part of the program-hold another internship outside of the regular in-house program) the station hired her before she graduated.
She thanked me for everything and to this day recommends everybody try the internship program.
The program was so difficult to place into a two year associates program when some students can't even show up to class on time.
we just made internships mandatory for graduation hoping more students filter through the in-house one, but so far we still only see 1 or 2 students take advantage of the program.
I like this idea and will see if the same approach will work in some of our massage therapy classes. I will communiate the idea to our DOE.
Greg, sounds like a great approach to presenting complicated material. Students should have a deeper understanding of their subject matter.
Nice job.
