1. DANA D’ANGELO, CLINICAL PROFESSOR GENERAL BUSINESS STUDIES LEBOW COLLEGE OF BUSINESS, DREXEL UNIVERSITY ANDY MACALEER, ADJUNCT INSTRUCTOR DORNSIFE OFFICE FOR EXPERIENTIAL LEARNING LEBOW COLLEGE OF BUSINESS, DREXEL UNIVERSITY KATIE MEIER, MARKETING CONSULTANT FORMER ACCOUNT COORDINATOR, EDVENTURE PARTNERS Consulting-based Action Learning as an Experiential Learning Alternative March 2014

2. Session Agenda Review common methods of experiential education in academia Present LeBow’s and EdVenture Partners’ models for consulting-based projects as examples Provide comparative analysis of student perceptions of learning between two in depth forms of action learning, consulting-based projects and co-operative education

3. Common Methods of Experiential Education in Academia Computer Simulations Case Studies Case Competitions Field Trips Conference Presentations Service Learning Internships Study Abroad International Residencies Consulting-based Projects Co-operative Education

4. Action Learning “…connects theory with practice, and requires dynamic sense-making, fact-based decisions, high-performance teamwork, and persuasive communication.” (http://grahammercer.com) “…when knowledge ceases to be theoretical and transforms itself into practical abilities.” (Goldstein, 2001) “…a learning course that enables knowledge, abilities and skills to be obtained through direct experience.” (Association for Experiential Education)

5. Consulting-based Projects (CBPs) Real-world Clients Real-world Teams Real-world Issues & Constraints Real-world Solutions and Delivery Budgets Reflective Analysis

6. Consulting-based Projects in LeBow College of Business at Drexel University For-profit, Nonprofit and Start-up Clients Sole Proprietorships to Fortune 500 Companies Undergraduate and Graduate Students  Domestic and International In-person and Online Offerings Team-taught Facilitation Required and Elective Courses  Application Processes Interdisciplinary Teams Client Interaction Project-based & Academic Learning Combination  Textbook and Application-based Learning through Project Management and Leadership Development

7. Consulting-based Projects in LeBow College of Business at Drexel University General Program Goals and Objectives include 1. Develop and utilize leadership strategies and skills 2. Work effectively in diverse teams to engage with real clients individually and collectively as consultants 3. Effectively apply integrated critical thinking and business problem solving by formulating appropriate consulting project plans, strategies, analysis and results; and implementing project plans as appropriate 4. Communicate business ideas and project recommendations persuasively by documenting and preparing project deliverables

8. The EdVenture Partners’ Project Model Agency Structure  Departments & Leadership Roles Process Flow  Key Activities & Client Points of Contact Key Deliverables  Research Data  Presentations  Reports  Other Materials Competitive Environment

9. DO THE TWO FORMS OF EXPERIENTIAL EDUCATION, CONSULTING-BASED PROJECTS AND CO-OPERATIVE EDUCATION, PROVIDE THE SAME PERCEIVED SKILLS AND LEARNING FOR STUDENT PARTICIPANTS? Consulting-based Projects versus Co-operative Education

10. Research Design Survey via Questionnaire  23 Questions  Perceptions of Skills & Learning Gained  Five-point Scales Participating Samples  LeBow CBP Students  Other Colleges CBP Students  Drexel LeBow Co-op Students

11. The Questionnaire The opportunity to demonstrate initiative The opportunity to take responsibility The opportunity to develop leadership skills The opportunity for networking The opportunity for professional development The variety of work The challenge of the work The quality of supervision The quality of mentoring Overall experience satisfaction

12. The Questionnaire Communicate effectively through writing Demonstrate effective verbal communication Communicate effectively with different audiences Provide feedback about the project and tasks Contribute original and relevant ideas, strategies or solutions Critically analyze and solve problems Uphold ethical standards in the work environment Use data and information to make strategic decisions Set goals and monitor progress Use appropriate technology to accomplish tasks Work effectively with diverse individuals Build professional relationships Improve skills specific to success in a selected industry or major field

13. Results In 10 categories, LeBow CBPs and Co-Op showed no statistically significant difference in students’ responses  The opportunity to demonstrate initiative  The opportunity to take responsibility  The opportunity for professional development  The variety of work  The quality of supervision  The quality of mentoring  Overall experience satisfaction  Contribute original and relevant ideas, strategies or solutions  Use data and information to make strategic decisions  Set goals and monitor progress In only 2 categories, other Colleges’ CPBs and Co-Op showed no statistically significant difference  The opportunity to take responsibility  The variety of work

14. Results In 2 categories, LeBow CBPs as well as Other Colleges’ CBPs showed significantly better results than C0-Op  The opportunity to develop leadership skills  The challenge of the work Consistency with and support for program goals and objectives Relationship to experiential education  “To provide students with experience to prepare them for careers they cannot otherwise get in a traditional classroom” Relationship to Career Preparation  “Leadership potential”  “Describe a challenge you faced and how your overcame or solved it”

15. Results Co-Op showed significantly better results than LeBow CBPs in 4 categories, as expected  The opportunity for networking  Uphold ethical standards in the work environment  Build professional relationships  Improve skills specific to success in a selected industry or major field Of the remaining categories, in which Co-Op showed significantly better results than LeBow CBPs, 2 areas are identified for curricular analysis as they relate to program goals  Effective communication (written and verbal)  Effective work with diverse individuals

16. FOR INSTITUTIONS THAT DO NOT HAVE CO- OPERATIVE EDUCATION, CONSULTING- BASED PROJECTS CAN PROVIDE SIMILAR EXPERIENCES FOR SKILL BUILDING AND LEARNING FOR STUDENTS. THE DREXEL LEBOW DORNSIFE OFFICE FOR EXPERIENTIAL LEARNING “INCREASES STUDENTS’ BUSINESS KNOWLEDGE…, FURTHER PREPARING THEM FOR LEADERSHIP POSITIONS”. Final Thoughts

17. References Brookfield, 1983 Goldstein, 2001 Kolb, 1984 Millenbah, Campa & Winterstein, 2004 Wudinger, 2005 Association for Experiential Education (AEE) National Society for Experiential Education (NSEE) http://www.freetopessays.com/content/theory- experiential-learning http://projects.coe.uga.edu/epltt/index.php?title=Experi ential_Learning http://www.infed.org/biblio/b-explrn.htm http://grahammercer.com