Experiential Learning: The Bridge to the “Real World”

Alicia B. Gresham; Marlene Kahla; Kathleen H. Gruben

doi:10.1007/978-3-319-13084-2_13

Experiential Learning: The Bridge to the “Real World”

Alicia B. Gresham, Marlene Kahla, Kathleen H. Gruben

Emeriti, Retired, & In Memoriam (PCOB)

Research output: Contribution to book or proceeding › Chapter › peer-review

Abstract

Academics are constantly faced with the challenge of how to most effectively bridge the gap from academia to the “real world” for our students. These challenges present several questions. What paradigm best enables students to learn in college? Was what was learned in the classroom meaningful to the students who graduated and started careers? When should a new paradigm of teaching be applied in the classroom? This paper describes a unique application of experiential learning and reports the results of implementing such a technique over a five-year period.

Original language	English
Title of host publication	Developments in Marketing Science
Subtitle of host publication	Proceedings of the Academy of Marketing Science
Publisher	Springer Nature
Pages	62
Number of pages	1
DOIs	https://doi.org/10.1007/978-3-319-13084-2_13
State	Published - 2015

Publication series

Name	Developments in Marketing Science: Proceedings of the Academy of Marketing Science
ISSN (Print)	2363-6165
ISSN (Electronic)	2363-6173

Keywords

Computer Industry
Racial Background
Semantic Differential
Spring Semester
Unique Application

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10.1007/978-3-319-13084-2_13

Cite this

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Experiential Learning: The Bridge to the “Real World”. / Gresham, Alicia B.; Kahla, Marlene; Gruben, Kathleen H.
Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer Nature, 2015. p. 62 (Developments in Marketing Science: Proceedings of the Academy of Marketing Science).

Research output: Contribution to book or proceeding › Chapter › peer-review

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AU - Kahla, Marlene

AU - Gruben, Kathleen H.

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AB - Academics are constantly faced with the challenge of how to most effectively bridge the gap from academia to the “real world” for our students. These challenges present several questions. What paradigm best enables students to learn in college? Was what was learned in the classroom meaningful to the students who graduated and started careers? When should a new paradigm of teaching be applied in the classroom? This paper describes a unique application of experiential learning and reports the results of implementing such a technique over a five-year period.

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KW - Racial Background

KW - Semantic Differential

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KW - Unique Application

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ER -

Experiential Learning: The Bridge to the “Real World”

Abstract

Publication series

Keywords

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