The Best Case Scenario: Scenarios for Serious Learning

Concurrent Session 3
Streamed Session

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Session Materials

Brief Abstract

This interactive session explores how we drew upon foundational teaching and learning practices--scenario-based learning, backwards design, curriculum mapping, and the latest neuroeducation research--to redesign an MBA program to meet new challenges and opportunities identified by our students, faculty, and the employers who hire our graduates.

 
 

Presenters

Jessica's research centers around Organic Social Media Marketing engagement, Brand Loyalty & GenX females. Jessica carries a wealth of experience as a marketing practitioner as well as experience in teaching, online course design, distance learning, curriculum / program development, faculty management, course development, and serving as a subject matter expert. Jessica's experiences working remotely within online courses and programs, has made her keenly aware of the needs and interests of a diverse student body. As a result, she considers the interconnection between a student’s own knowledge, learning abilities, subject matter, current events, and real application on the job in all that she does; and has a true passion for student success and engagement.
Kate Parker leads LearningMate's Content Development and Instructional Design teams, supporting the creation and enrichment of engaging, inclusive, outcome-aligned content and programs. Kate has over 20 years' experience working with teachers, researchers, and institutions to develop innovative solutions to critical learning challenges.
Dr. Mark Hobson has extensive experience in business, public and education administration. He joined Southern New Hampshire University (SNHU) as an adjunct faculty member in September, 2000 and currently serves as a Senior Associate Dean, Business Programs. He received the Excellence in Education Award from the University in 2013. Dr. Hobson holds advanced degrees in Business, Education, and Theology; and a doctorate in Business Administration. He also holds a Certificate of Advanced Graduate Studies (CAGS) in Higher Education Administration from Northeastern University of Boston, MA and is currently pursuing a Doctorate in Education in Mind, Brain and Teaching at Johns Hopkins University in Baltimore, MD.
Justin Brigham has been working in Higher Education for over a decade, with a specific focus in learning science. As a senior instructional designer for Southern New Hampshire University, he has been a part of over 100 online undergraduate and graduate course developments. The majority of his work has contributed to the STEM and business verticals.

Extended Abstract

Topic Relevance

The world is changing rapidly and our graduates need to be able to solve wicked problems. We approached the redesign of our MBA program with this challenge in mind. In this session, we focus on foundational teaching and learning practices: scenario-based learning, backwards design, curriculum mapping, and neuro-education research related to design and teaching. We will share how we applied these approaches to create new teaching and learning experiences designed to meet the demands of the fourth industrial revolution (4IR).

Interactivity

The inspiration to redesign the program stemmed from many factors including the competitive marketplace, student feedback, faculty feedback, and the need for curricula to adapt to industry standards. As with any university, we had some non-negotiable constraints to work within. Each speaker will present a scenario that drove our decision making. After we set the stage with a scenario, we’ll provide a range of options that we faced, and invite participants to consider which option they would have pursued.

Takeaways

We will share key inflection points: How do we learn more about our learners? How do we balance the theoretical with the practical to create a student-centered program? How are business practices -- teamwork, leadership, self-directed learning, strategic and operational thinking, corporate social responsibility -- best integrated into the curriculum? How can scenario-based learning be designed to give students a safe space to practice, fail, and practice more the skills their current and future employers seek? How do we map the curriculum for increased flexibility and with future program efficacy data in mind? Attendees will come away with reference tools and concrete ideas that address these and other questions.