Title: MBA 500 Foundations of Problem Based Learning
1MBA 500Foundations of Problem Based Learning
2Information Sharing
- Name
- Where you work
- Your job
- Undergraduate degree
- Graduate focus What Why
3Whether you believe you can do a thing or not .
. . you are right.
4How to Succeed in Grad School
- Effectively manage your time
- Come to every class and arrive on time (2 missed
classes is an automatic drop) - Study time
- Assignments
- The syllabus is your roadmap of course
expectations - Take advantage of the resources available through
UOP
5How to Succeed in Grad School
- Assignments
- Actively read the reading assignments
- On assignments, answer every question fully
- We are looking for more than a data dump in
answers. We are looking at your critical
thinking skills - Ensure your papers follow APA style and are free
from typos and grammatical errors - Leverage your Learning Teams for learning
6Critical Thinking
- Challenge assumptions
- Distinguish fact from fiction
- Look for fallacies in logic
- Synthesize new insights
7Formatting in APA Style
8Classical Conditioning 1 Classical
Conditioning in Different Dog Breeds Ivan
Pavlov GEN 300 Dr. Robinson August 10, 2005
9Classical Conditioning 2 Abstract Little
research has examined the patterns of classical
conditioning in different dog breeds . . . . .
10Classical Conditioning 3 Classical
Conditioning in Different Dog Breeds In
recent research years, a great deal of attention
has been devoted to training dogs. Numerous
studies have been done . . . . . More
recent research supports Makepeaces. Cates,
Rutter, Karl, Linton, and Smith (1997) found
that . . . . .
11Classical Conditioning 8 References Glaser,
R., Rutter, C. H. (Eds.)/ (1984). Intelligence
in dogs. Journal of Classical Conditioning,
33.
12Learning Teams
13(No Transcript)
14Teams vs. Groups
- In groups . . .
- Members work on a common goal
- Members are accountable to an outside person
- Members do not have clear, stable culture, and
conflict is frequent - Leadership assigned to single person
- Members may accomplish their goals
- (Adapted from Hackman Katzenbach and Smith)
15Teams vs. Groups
- In teams . . .
- Members are fully committed to common goal and
mission they develop - Members are mutually accountable to one another
- Members trust one another and team has a
collaborative culture - Members all share in leadership
- Members achieve synergy 2 2 5
- (Adapted form Hackman Katzenbach and Smith)
16Learning Teams
- Expectations
- Membership does not change during the course
- Equivalence to five four-hour meetings during the
course - Attendance is required
- All members participate and rotate roles
- Log completed and turned in each class
- Peer evaluation turned in last class
17Learning Teams
- What are the benefits of including Learning Teams
in the education process? - What is the value of diversity on a learning
team? - How will your Learning Team experience be
applicable in the workplace?
18Learning Team Criteria
- Small group discussion What are the qualities
of an effective team? - Individual thoughts What am I looking for in a
Learning Team?
19Learning Teams
- Possible Learning Team creation criteria
- Physical location Home
- Physical Location Work
- Available times to meet
- Employer
- Occupation
- Interests
- Other?
20Before leaving, team members should . . .
- Share
- Name
- Phone Numbers
- E-mail addresses
- Schedule team meeting
- Date
- Time
- Location
21Problem Based Learning
- What is it, and why are we taking this approach?
22Problem Based Learning Approach