IMMERSIVE LEARNING

The College of Business and Technology implements immersive learning principles that include community-based projects guided by faculty mentors; we believe that effective learning occurs when the student experiences the application of classroom material to actual business problems.  A sampling of these opportunities are showcased here.

 

 

Dr. Dave Kern

1.      In Dr. Kern’s MBA class, MBA students study organizational change in businesses, and write cases that synthesize learning from the course.

 

2.      In Dr. Kern’s classes, students engage in self-leadership development as part of the course.

 

 

 

 

Dr. Jim Phillips

1.      In all Dr. Phillips’ classes, students conduct a personal Self-Leadership Change Project - To demonstrate a level of personal leadership self-mastery. 

 

2.      In Dr. Phillips’ Negotiation Class - Students conduct a Live Negotiation outside of class that needs to be substantial

 

3.      In Dr. Phillips’ Compensation Class - Students engage in writing a proposal that addresses a real organizational problem or issue. With this project, they conduct a full proposal with Needs Assessment, Intervention, phases Evaluation Phases.

 

 

 

 

Dr. Ken Jones

SCM/OPM Classes – TAH and BA

1.      Students are assigned to work with actual industry experts.  Students take a tour of the facilities and meet with an operations professional to observe and existing operation—process.   How the Operations professional assists in learning:

a.      Students interview this professional to better understand the field.

b.      Guides students through the actual process to be observed.

c.       Students will document time/motion of the cycles involved in the process.

d.      Students create a Current State version of a Value Stream Map.

e.      Students then confer with the Operations pro to create a Future State Map—which involves iterative changes to the Current State that create more efficiencies in the system.

2          Fall 2013 semester, this project evolved into the Hilti USA Innovation Challenge for 2014, competition.  Two classes with @ 75 students were divided into teams of five, thus 15 teams from the two campuses.

Description of the learning process:

a.      Each team was assigned an actual logistics problem and a possible solution is provided by the Instructor.

b.      Each team creates a unique solution based on the needs of the Hilti USA client—collaborative tools in business processes.

c.       Teams submit their solution in one of three venues:  Prototype, Report, or Video Presentation.

 

 

 

 

 

Mr. Kin Thompson

1.      All HTM majors are required to spend 300 hours working in the field for Internship Credit. We want them to have real work experience before they graduate.

2.      All HTM majors are required to take HTM Marketing.  In this class we have conducted Sales Blitzes for Tulsa Hotels, created Web Pages for Country Cottage Restaurant and we create Brochures for local businesses. We also help with social media recommendations. When we have a local business looking for recommendations, we use them - otherwise we do fictional work. Every semester we use at least one local business.https://mail.google.com/mail/u/0/images/cleardot.gif

 

 

 

 

Dr. Dilene Crocket

1.      IBUS 4843 - students participate in the X-Culture project which is a global consulting project.  Each NSU student is teamed up with 6 students from other Universities around the world.  This virtual team then prepares a market entry document for a company located somewhere around the world.  

2.      In addition, each IBUS 4843 class participates in a local project.  This year the local project included class interviews (Oprah style) with area professionals in International Business.  Chapter information was discussed in terms of how the material is used in the daily business of International business.  Also, careers in international business were explored with the professionals.

3.      Last year, each local team consulted with a local company and prepared an export plan for them.  This included visiting the business to do an exploratory interview (usually included a tour of the facility).  Then, the students did the research and prepared a presentation.  Finally, the students went back to the business to present their findings.  For the most part, the professionals were impressed with our students and their research, rating their information to be extremely helpful to their internationalization efforts.

 

 

 

 

Dr. Justin Halpern

1.      The Northeastern State University Volunteer Income Tax Assistance (VITA) program offers free income tax preparation for low-income and elderly taxpayers throughout this year’s tax season.

 

2.       VITA has been offered for the past ten years and is a free public service activity sponsored by NSU accounting students and the IRS. The program is overseen by Dr. Justin Halpern, NSU Professor of Accounting.  Families with a household income less than $30,000 are eligible for the free tax service. This includes NSU students and staff, as well as the Cherokee County community.

 

 

 

 

Dr. Mike Turner

1.      EHSM 5993 - All Environmental Health and Safety students must complete the Synergistic Experience/Thesis course.  The Synergistic Experience involves solving a real-world problem at the student's place of employment that utilizes the knowledge they have gained from the program.  Students who choose the thesis option conduct research on a significant and relevant topic related to Environmental, Health and Safety Management.

2.       Case Studies:  Several of the courses in the EHSM program include case studies, based on real-world issues, to help the students gain a better understanding of the complex concepts presented in those courses and the ability to evaluate and implement solutions for these issues.

 

 

 

 

Dr. Mike Landry

Four Types of Immersive Learning Projects in MKT 3253:

1.      Student groups seek for-profit and non-profit businesses/organization and develop promotional plan.

2.      Class works through EdVenture Partners that links students to real-world project and class is divided into different functions of an advertising agency or, if online, groups involved in national competition.

3.      Student groups are assigned a client.

4.      Students are assigned a client and class divides into different functions of an advertising agency.

 

Letter from client aided by Promotional Strategy students in class project:

Mr. Landry

I would like to take this opportunity to recognize and offer my gratitude for the six weeks of time and effort that your Promotional Strategies students have provided towards the May 15th grand opening of the Help In Crisis resale store, ENCORE. These past weeks have been a whirlwind of activities directed at the tearing out and remodeling of the old District Attorney's office at 109 N. College. I have met weekly with Maggie Bolt, Shayna Baine, Sarah Bayless, and Blake Andrews to strategize the publicity, advertising, communication, and sources that would best suit our grand opening, and each of the student participants have tracked leads, solicited information, offered helpful suggestions, and took ownership of their own tasks. The suggestions and recommendations will be presented to our Executive Director for her approval, after which, I will finalize each aspect of the newspaper, radio, billboard, and circular promotions.

I have invited each of the students to our grand opening, and I am extending the same offer to you. We are striving to make the ENCORE Resale store a more unique experience than typically belies a donation outlet, and the cooperative efforts of your students, as well as volunteers, and concerned participants will help us realize that goal.

Sincerely,

Bruce Borremans

Manager, Resale

Help In Crisis

 

Immersive Learning for Supply Chain Management Students

1.      Although not required, most if not all supply chain management majors serve a 3- to 6-credit paid internship with supply chain management companies.  

2.      Students in supply chain classes have toured two Wal-Mart distribution centers in Bentonville, Arkansas and Bartlesville OK.  These are unique behind-the-scenes ventures where students are able to see highly proprietary Wal-Mart logistics equipment and techniques.

3.      Developing on-site applications at the industrial-scale warehouse of the Eastern Oklahoma Food Bank for several supply chain management classes and considering development of a blended warehouse management class to be conducted both online and at the food bank warehouse.