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Inspiring Learning Through the Marriott Student Review
| Content Provider | Semantic Scholar |
|---|---|
| Author | Stenquist, Ryan |
| Copyright Year | 2020 |
| Abstract | CONCEPTUALIZATION. Reflection on the goals made at the beginning of the semester plays a major role in the learning process (Kolb, 1984; Lowe & Kerr, 1998; Mezirow, 1998; Morris, 2019). Each student submits a reflective paper within the first month of the course expressing their aims and ambitions. These will frequently change over time, since students often hope to accomplish more than they possibly can in a single semester time frame. ACTIVE EXPERIMENTATION. At the end of the semester, each student writes a final reflective paper on their individual and team efforts to accomplish their goals, what they learned, and how they could do better. The students also reflect on ways MSR can run more efficiently and increase readership and podcast following. Students take these new-found talents and bring them to new experiences after the course and into their business careers. The Power of Concrete Experience: From the Students’ Perspective The five characteristics of concrete experiences determined by Morris’ (2019) study have also been included in the MSR curriculum. Student comments from the MSR 1. Student permission was asked for before these comments were published. Also, names of the students have been omitted for student privacy. All student comments used in this paper were from the 2018-2019 school year. 4 Marriott Student Review, Vol. 3, Iss. 3 [2020], Art. 4 https://scholarsarchive.byu.edu/marriottstudentreview/vol3/iss3/4 18 | MSR NEW ENCOUNTERS WITH LEARNING. “MSR extends my talents and gives me a chance to be artistic in what is otherwise an objective curriculum.” INQUIRY TO REAL WORLD PROBLEMS. “This term I wish I had more time to dedicate to MSR. I was able to record two podcasts and do some editing as well as contribute some ideas for the future of MSR, but I wasn’t able to do as much as I had hoped. I am grateful for my team who put in hard work and edited and uploaded the recordings.” CRITICAL REFLECTION. “Being a part of MSR has helped me discover what I am passionate about and where I want to go with my future career.” Through this journey of Inspiring Learning in business communication, students learn not only to write, edit, and publish articles, but also to collaborate with a variety of peers in other disciplines. Transformative Learning A student’s experience with the MSR class consequently often results in a transformative learning experience. After joining the team, students face the unfamiliarity of hosting a podcast or writing in a peer-reviewed journal. This opportunity causes the student to critically reflect on their abilities to accomplish this new task. Often, the student realizes that he or she cannot accomplish this alone but must rely on the help and cooperation of others. At the end of the process, students can act on their newly acquired perspectives and abilities to help them become successful in the course and future similar experiences. In one instance, an MSR student recently became the manager of the marketing team have been used below to illustrate the use of these characteristics in the course.1 During the semester, students are encouraged to express their thoughts and feelings about the MSR experience through reflective assignments. In their reflections, students have expressed their satisfaction with these experiential traits. ACTIVE PARTICIPANTS. “I was able to learn a lot as I worked on the website. I built a new site, measuringsuccessright.com, and updated it with the new podcasts that came out each week. It was a great experience and I’m happy that I was able to be a part of it!” REAL TIME USE OF KNOWLEDGE. “As a podcast host for the Marriott Student Review, I have continued to meet incredible businessmen and women who inspire me every day. From taking risks, to finding the endeavors I can be brave for, this experience has felt like a crash course in human optimism, resilience, and compassion.” At the university level, professors should encourage more interdisciplinary and crosscurriculum activities for students, enabling them to engage in a genuine experience that is not siloed into a single course or program. 5 Stenquist: Inspiring Learning Through the Marriott Student Review Published by BYU ScholarsArchive, 2020 Volume III, Issue III |19 References Borredon, L., Deffayet, S., Baker, A. C., Dolv, D. (2011) “Enhancing Deep Learning: Lessons from the Introduction of Learning Teams in Management Education in France.” Journal of Management Education, 35(3), 324-350. 7/1052562910368652 Bradberry, L. A., De Maio, J. (2019) “Learning by Doing: The Long-Term Impact of Experiential Learning Programs on Student Success.” Journal of Political Science, 15 (1): 94-111. Clancy, A., Vince, R. (2019) “’If I Want to Feel My Feelings, I’ll See a Bloody Shrink:’ Learning from the Shadow Side of Experiential Learning.” Journal of Management Education, 43(2), 174-184. Crosby, A. (1995). “A Critical Look: The Philosophical Foundations of Experiential Education.” In Warren, K., Sakofs, M., & Hunt, J. S., (Eds.) The Theory of Experiential Education. Dubuque, IA: Kendall/Hunt Publishing Co., 3-14. Dewey, J. (1938). Experience and Education. First Touchstone Edition (1997). New York: Touchstone. Ellis, A. (2000). Teaching, Learning, and Assessment Together: The Reflective Classroom. Eye on Education. Gundala, R. R., Singh, M, Cochran, T. K. (2018). “Perceptions of Integrated Experiential Learning of Graduate Marketing Students.” Journal of the Scholarship of Teaching and Learning, 18(2), 74-89. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Kreber, C. (2010). “Critical reflection and transformative learning.” In E. W. Taylor & P. Cranton (Eds.), The Handbook of Transformational Learning: Theory, research, and practice. San Francisco, CA: Wiley, 323-341. Lowe, P. B., & Kerr, C. (1998). “Learning by reflection: The effect on educational outcomes.” Journal of Advanced Nursing, 27, 1030-1033. McCord, M., Houseworth, M., Michaelsen, L. K. (2015). “The Integrative Business Experience: Real Choices and Real Consequences Create Real Thinking.” Decision Sciences Journal of Innovative Education, 13 (3), 411-429. Mezirow, J. (1990). “How critical reflection triggers transformative learning.” In J. Mezirow & Associates (Eds.), Fostering Critical Reflection in Adulthood. San Francisco, CA: Jossey-Bass, 1-20. Mezirow, J. (1998). “On critical reflection.” Adult Education Quarterly, 48, 185-199. Mezirow, J. (2000). “Learning to think like an adult: Core concepts of transformation theory.” In J. Mezirow & Associates (Eds.), Learning as transformation. San Francisco, CA: Jossey-Bass, 3-33. Mezirow, J. (2009) “An overview of transformative learning.” In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists . . . in their own words. New York, NY: Routledge, 90-105. Morris, T. H. (2019) “Experiential learning – a systematic review and revision of Kolb’s model,” Interactive Learning Environments. doi: 10.1080/10494820.2019.1570279 Plato. (1987). The Republic (H. D. P. Lee, Trans. 2nd ed.). New York: Penguin. Roessger, K. M., (2014). “The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting.” A Journal of Research and Theory, 64 (4), 323-344. Stonehouse, P. Allison, P., & Carr, D. (2011). “Aristotle, Plato, and Socrates: Ancient Greek Perspectives on Experiential Learning.” Researchgate.net. Warren, K., Sakofs, M., & Hunt, J. S. (1995). The Theory of Experiential Education. Dubuque, IA: Kendall/Hunt Publishing Co. Worthen, K. J. (2016). “Inspiring Learning,” August 22, 2016, University Conference, Brigham Young University. Accessed June 13, 2019. https://speeches.byu.edu/talks/ kevin-j-worthen_inspiring-learning/ team. She had never been a team leader and did not have experience with social media marketing. She wrote: “I feel that there is a lot of room for growth and development, and I look forward to contributing to the progress of the journal. This term, I am planning to work on the newly rebranded ‘marketing’ team, as the Marketing Team Coordinator. My role will be to organize the team, plan meetings, delegate assignments, follow-up on projects, and coordinate with other teams and the MSR leadership to keep our marketing on track. Within these team goals, individually, I hope to develop leadership skills, improve my communication skills, develop skills for planning and organizing team meetings, and learn how to keep a project fun and engaging for those involved while also helping them stay on task and reach their individual goals. I also hope to continue developing my understanding of the power of social media and how it can be a positive tool for spreading uplifting and meaningful content.” At the end of the semester, she had transformed in her abilities as a leader and social media marketer. Her comments reflect this change: “We had a lot of new members of the team, and it was a good learning experience working with them, helping them find roles on the team, and showing them the many great facets of being a part of MSR. Sometimes, it was tricky to get everyone together to coordinate our marketing plans, due to very different schedules and internships, but everyone on the team was willing to be flexible and help out when they could.... Overall, I feel that I learned a lot as a leader of the marketing team, especially about organization, communication, delegation, and knowing when and how to take the lead. It was a great opportunity and I am grateful for the team I was able to work with and the difference I feel we made as we promoted the powerful and uplifting content of MSR.” On the class rating web page, students may include anonymous comments. In these comments, students have observed that they like the real-world aspect of the experience and the permanence of contributing to a work that will not fade away at the end of the semester (Bradberry & De Maio |
| Starting Page | 4 |
| Ending Page | 4 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 3 |
| Alternate Webpage(s) | https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1206&context=marriottstudentreview |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
