I’ve been compiling a list of pitfalls that I’ve observed, experienced, and researched. Here are the top ten that I’ve found. These have been inspired by various experts, practitioners, colleagues, and my own students.
Ops in NYC experiential course featured in the New York Post
Excerpt from The New York Post — “‘New York City is one of the most amazing cities in the world. It makes sense to learn about the dynamics of operations management in the context of real businesses,’ says Kristen Sosulski,
Cities as classroom
I design courses for real-world learning. I seek to connect students with business professionals at their place of work. I’ve have designed two unique courses for MBA students: Operations in NYC and Operations in Panama. In these courses, New York City and Panama City
Experiential learning
Experiential learning involves the balance of concrete experiences, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). I believe that learning best happens when students are engaging in active engagement with the course content. Kinesthetic learning activities are an important component
It’s no longer about online, it’s about out of the classroom
Here’s a terrific post by one of my students on the NYU Stern Ops in NYC course. In this course, we have no classroom. The city is our classroom. http://blogs.stern.nyu.edu/full-time-mba/full-time-mba/the-city-as-the-classroom
Authentic learning through authentic practice
Real world feedback is the most authentic type of feedback that students can receive. In my Electronic Communities course students work with the founders of real-world startups. Many of these startups were featured on Shark Tank, a television series. Examples
Smart student presentations
Presentations and visualizations go hand in hand. Here’s an article on designing smart student presentations for teaching and learning: http://learning.instructure.com/2012/12/smart-student-presentations/
Are you flipping yet?
Many faculty are flipping our classrooms. In other words, we’re delivering our lectures online and students are working on activities and problems in the classroom. This educational model reserves class time for student centered activities. At NYU Stern we are
How people learn
How people learn [1]. People learn in different ways. However, the lecture teaching-format has favored specific types of learners. Specifically, those that learn from listening and speaking. For the rest of us, the lecture format is a far less optimal
The Flipped Classroom: A primer
You may have heard the buzz around the flipped classroom. Here’s a brief summary of what it is, how it works, and the ways it changes the roles of faculty and students in the classroom. What is it? The idea