When: June 10, 2021, 3:30 pm - Thursday

Where: Ezell 232

Session 5

Session Abstract

Christian business educators have the unique challenge of simultaneously achieving excellence in business education and fidelity to Christian mission.  In this session second session on teaching and education participants will hear six peers describe their unique perspectives.

 

Paper Abstracts

Frank Zeng, Indiana Wesleyan University, “Research on Integration of Critical Skills Development into Database, Statistics, and Computer Programming Courses for the Success of Future Data Analysts Problem-Based Learning: Improving Learning Outcomes through Student Directed Learning”

 

After closely examining common practice and process of data analytics’ work and its future trend, this research finds education must go beyond the traditional core courses, Database, Statistics, and Computer Programming, to meet the constant-growing demands and challenges from students and industry. The research confirms that students must have a solid technical knowledge base through their core courses. Besides that, to meet the ever-changing IT industry’s demand, it discovers that it is necessary to go beyond those courses and have proposed additional education subjects based on the entire data analysis process in the actual IT world.

 

Sandra Metzger and Jeff Boyce, Indiana Wesleyan University, “Problem-Based Learning: Improving Learning Outcomes through Student Directed Learning”

Problem-Based Learning (PBL), a student directed learning model, has been shown to improve student engagement, learning outcomes, and to reduce student attrition.   The DeVoe School of Business at Indiana Wesleyan University – National & Global Campus, is one of the first to use PBL as both as an andragogy for teaching and an assessment method for doctoral business education.  This presentation will discuss PBL from a theoretical perspective, its application in the DeVoe DBA program, and share an example of a student final presentation.

 

Christopher Davis and Debbie Philpott, Indiana Wesleyan University, “Faith-Integrated Problem-Based Learning (FI-PBL) In the Doctoral Classroom” (in person)

Using a faith-integrated, problem-based learning model (FI-PBL), doctoral students in an organizational development course were challenged with an authentic and vexing problem: Amid the challenges faced by U.S. higher education and liberal arts colleges, how can Christ-centered academic institutions of higher learning build long-term, sustainable futures while remaining true to their missions, visions, and values? Bridging the gap between academia and industry, students adopted self-directed and team-based learning to address complexities plaguing today’s faith-based higher-education institutions. Instructional scaffolding provided student researcher-consultants the opportunity to investigate real-world issues, determine knowledge deficiencies, explore intervention strategies, develop change management plans, assess and reflect.

 

Orneita Burton, Abilene Christian University, “Virtuous Virtual Learning Spaces”

This research of practice proposes an enhanced utilization of existing technologies to reverse engineer learning environments to better serve the needs of students in providing full life-cycle educational support. This research promotes the use of virtual course delivery platforms to create and maintain virtuous learning spaces (VLS). Virtuous Learning Spaces are technology-enabled learning environments designed to support the unique needs of students typically targeted for exploitation and abuse in traditional school systems. With the advent of the COVID-19 pandemic, real-life case studies confirm the opportunities presented using digital learning technologies to create safe and thriving learning environments for students.

Speakers

Andy Borchers, Lipscomb University, Convener

• Frank Zeng, Indiana Wesleyan University, “Research on Integration of Critical Skills Development into Database, Statistics, and Computer Programming Courses for the Success of Future Data Analysts Problem-Based Learning: Improving Learning Outcomes through Student Directed Learning”
• Sandra Metzger and Jeff Boyce, Indiana Wesleyan University, “Problem-Based Learning: Improving Learning Outcomes through Student Directed Learning”
• Christopher Davis and Debbie Philpott, Indiana Wesleyan University, “Faith-Integrated Problem-Based Learning (FI-PBL) In the Doctoral Classroom”
• Orneita Burton, Abilene Christian University, “Virtuous Virtual Learning Spaces”