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While meaningful course content is essential to student learning and development, the context within which it occurs is as important. However, most management educators do not develop their course contexts (i.e., structures, processes, and relationships). But educators typically do not receive any training or support, lack time because of increasing research demands, or concerns that experimenting with course context may lead to poor student evaluations. In the session, we will share our experiences with intentionally creating course contexts that facilitate student learning and development, as well ask participants to share their own experiences and discuss new possibilities.
Author(s):
Matthew Eriksen
Providence College
United States
thomas r. king
Providence College
United States
