Track
Research Project / Learning Theories and Pedagogy
Abstract
Current research suggests that college entrepreneurship courses tend to be abstract and lack concrete experiential elements that encompass the total entrepreneurial experience. Using an 18-point model rubric, this case study will detail how to incorporate semester-long functional small businesses, within limitations, that enhance and stimulate the learning experience. Important to this rubric has been an integrated business program in which previous courses teach needed skills in the areas of economics, accounting, finance, marketing, and management. The rubric is used as a tool against which learning is measured and pushes the students toward discovery of entrepreneurial engagement. Appropriate models/ systems per rubric item are sequentially taught. Assignments reflect this sequence of acquired student knowledge. Pairs of students as business partners account for all facets of the business especially following the money. The efficacy of the model rubric is evident in longitudinal post-curricular qualitative feedback from 8 years of participants. All students provide journaled reflection and present their findings as their ‘final’ for the course. Results from this feedback are presented. The presentation of this rubric will demonstrate a feasibility of semester-long businesses as an effective entrepreneurship experience teaching tool.
Session Format
Presentation Session
Location
Room 217
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Glass, Douglas W. and Freeman, Earl Wayne, "The Efficacy of a Model Rubric to Enhance Experiential Learning in an Entrepreneurship Course: A Case Study" (2016). SoTL Commons Conference. 59.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/59
The Efficacy of a Model Rubric to Enhance Experiential Learning in an Entrepreneurship Course: A Case Study
Room 217
Current research suggests that college entrepreneurship courses tend to be abstract and lack concrete experiential elements that encompass the total entrepreneurial experience. Using an 18-point model rubric, this case study will detail how to incorporate semester-long functional small businesses, within limitations, that enhance and stimulate the learning experience. Important to this rubric has been an integrated business program in which previous courses teach needed skills in the areas of economics, accounting, finance, marketing, and management. The rubric is used as a tool against which learning is measured and pushes the students toward discovery of entrepreneurial engagement. Appropriate models/ systems per rubric item are sequentially taught. Assignments reflect this sequence of acquired student knowledge. Pairs of students as business partners account for all facets of the business especially following the money. The efficacy of the model rubric is evident in longitudinal post-curricular qualitative feedback from 8 years of participants. All students provide journaled reflection and present their findings as their ‘final’ for the course. Results from this feedback are presented. The presentation of this rubric will demonstrate a feasibility of semester-long businesses as an effective entrepreneurship experience teaching tool.
