TCNJ Retreat on Faculty and Student Work by tGpvUCu7


									                       TCNJ Retreat on Faculty and Student Work

                                     School of Business
                       Sense of the Faculty Meeting of April 4, 2001
The School of Business faculty met in area meetings first and as a group to discuss the four
questions posed for the retreat. This report states the general sense of the group as faculty reflected
on each of the four questions, and lists statements that contain specific proposals and illustrate
remarks made at the meeting.

1. What would it mean for faculty in your discipline to teach more intensively?

General sense:

The question of teaching more intensively must be addressed in the context of students learning
more intensively. The rapid development that the student undergoes while at The College must be
taken into consideration, especially when students make the transition from home to living
independently, develop skills and habits of reasoning, and prepare to enter the workforce as full-
time participants. A business education means knowledge, skills, and experience in dealing with
people and organizations. Where for some majors the laboratory experience or the design project
are essential components of a professional education, the business student must complement
classroom learning with immersion in the life of organizations and the community at large.

Faculty have a critical role in shaping the education of students though the design of the curriculum
and through the pedagogies used inside and outside the classroom. It is the general sense of the
business faculty that the there is an overemphasis on lectures and an over-reliance on textbooks.
Different types of pedagogies are necessary, and more integration of business disciplines as well as
with other fields is essential. Students should work on projects, do more case analyses, work more
in groups. Faculty should work more with students outside the classroom, expect more from
students, direct students to work more directly with businesses and the community.

In summary, teaching more intensively means that faculty teach differently and offer experiences
outside the classroom to accompany the student’s academic work. Greater institutional support is
necessary especially in the area of providing opportunities for students to work with organizations
and do supervised research or field work. Currently, there is a wide variation in the class sizes in
the programs across the campus with the School of Business having a significant larger average.
The issue of class size needs to be addressed at the same time transformative changes are being

Specific statements:

Less lecturing, more research projects
Less textbook learning, more primary and secondary data
Different types of learning
Immersing students in business community and in the community at large

Make individual and group learning (?)
More major vs. small projects
Projects/consulting in the community
Independent study projects
How can our students learn more intensively?

Students do more work outside the classroom
Students meet with teachers outside the classroom
Fewer but larger projects
Course work related to the community
Case analyses
More pressure on students
Faculty need more time to work with students
Fewer lectures but students working with primary data, not textbook data
May contain integration within SOB and with groups outside SOB
May contain limited consulting supported by supervision

Less listening, more engaged students
Total immersion
Common case throughout many courses
Project-based learning
More contact with business and business community

Different pedagogy
Students make things
Students interview people
Students engage with a business
Students have greater immersion in a topic
Prepare students to be able to do the above
Recognize that students have different developmental periods

It does not mean more contact hours

Provide more opportunities for non-textbook learning

Project-based learning
More application
More integration of business disciplines
Use of different pedagogies
More integration with non-business disciplines
External “consulting projects” – difficult with undergrads, needs support structure
Developmental approach; gradual development of skills
Teach students how to do “intense learning”

Case studies, written assignments
More writing
Calendar issue to allow students and faculty to do intense work

2. How would your major or program change if you were to emphasize the ability of students
  to reason incisively using the methods of the discipline?

General sense:

There is a general sense among the faculty that students must communicate more effectively and
argue their points of view more often and more rigorously. There is over-reliance on descriptive
courses and faculty should demand more opinion papers as well as assign empirical questions for
investigation. Faculty must be clear in setting the standards by which some argument or fact gains
validity. In order to accomplish this, students need to practice and need guidance. The teacher
should act as a coach, demanding continued effort until the outcome is satisfactory. Students need to
be exposed to research methodology early on in the curriculum. Students and faculty need to realize
that many insights come from disparate disciplines. Theory and thinking abstractly also lead to
insights that help address a situation or solve a problem. A broad exposure to general education
fields is necessary and welcome.

Specific statements:

Have opinion papers
Have research papers to investigate empirical questions
Be rigorous in setting the standards to which arguments are validated
Use data (different types) versus adjectives without factual backup or logical reasoning
Start early in the curriculum
More abstract, theoretical insights from disparate fields

Practice, get feedback, practice again
We tell students what they are supposed to know
We need students state and support their opinions
Project management skills
Students must realize that many ideas and ways of solving problems come from areas outside the SoB
Develop a common knowledge and skill set across areas
Minors and/or certificates in general ed

Need more practice and coaching
Now we do descriptive lectures
Students write opinion papers where adjectives are not supported by numbers or facts
Students should learn business earlier in the curriculum
Insights from theory
Thinking more abstractly

Coaching metaphor: the teacher is a coach who demands a high level of performance
Too much description and not enough analytic work
Students need to present an argument with appropriate support
Pre-requisites are based on knowledge not on skills development

Smaller number of course offerings, and making them more integrative and intense
Independent research thesis
Securities portfolio course
Evaluation of real firms
Experiential component: thesis, and student exchange or internship

Require ethics course
Gen ed distribution requirements are necessary for students to be successful in business as well as in life
Increase social sciences component of gen ed
There must be a balance between guiding principles and freedom

3. What kind of general education experience do students in your major need in order to serve
  as engaged citizens who will sustain and advance the communities in which they live?

General sense:

Business faculty and students are quite aware that accreditation standards require that for a business
degree at least 50 percent of the course work must be outside the business disciplines. The School
of Business with almost 1200 majors is not different from other schools and majors: its students
have a wide variety of backgrounds and a range of professional and non-professional interests. Most
business students in fact take significantly more liberal arts courses than strictly required.

There is, however, a general sense among the faculty that students are not benefiting to the fullest
from the current general education requirements. Two main ideas were voiced in several instances
and in different ways: students should be able to pursue a concentrated interest in an area, and more
emphasis should be given to the social science component of general education. The knowledge of
and the practice of the scientific method was also a need expressed.

Specific statements:

Course in scientific method
Research methods course
Statistics more applied
Increase social science component of Gen. Ed. requirements
Include sociology and one additional psychology course

Gen ed may be more or less than now (?)
Gen ed may involve more science, more philosophy, or more culture (?)
Business majors should minor in, or receive certificates in, other areas such as sciences, humanities,
social sciences, and communication. These minors might include combinations of areas or
We may want to tailor gen ed to each program
Gen ed should include course(s) in research methods, not just statistics, at the sophomore level
What about requiring a foreign language?
Increase the social science component of gen ed

More stringent grading; Grade inflation
Have one required diversity course for gen ed that deals with the various diversity issues
Require one or two minors in the general education area
Have stat more applied

More liberal arts but not what they are getting now
Course on the logic and philosophy of science instead of bio, chem., etc.
Require minor in broad area (Culture & Society) or on specific program that complements major
Research methods course

4. How can you best challenge students to push the limits of their ability and accomplish
  something significant during their years at TCNJ?

General sense:

Faculty advisors should encourage students early on in their college careers to participate in student
government, campus activities and community involvement. Advisors should encourage students to
go to graduate schools and should develop knowledge about and establish contacts with specific
schools and programs. Develop knowledge and contacts in specific industries and companies.
School of Business could have an honors program in which students would be stimulated and
supported to take on bolder projects. Students could work with a faculty member in his or her own
project, not for class, throughout the year or during the summer.

Specific statements:

Advising to excel
Honors program

Independent research or research with faculty
Small business consulting opportunities
Build student portfolio
Community service/service learning requirement

Reduce the number of courses
Find out what knowledge and skills they need and provide them to the students
Dual emphasis to enable a broader-based student experience
Ask what we should be doing with students outside of class

Require students to either go on exchange or do an internship
Have more skill courses earlier (research method, communication, group work skills)
Better written communication skills

Research projects, perhaps in several years
Have honors program
Participate in jointly owned programs
Better advising


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