The Problem What Is? I have incorporated a community-based-learning project in my MBA advanced strategic management course. Students facilitate a strategic planning session including SWOT analysis and Goals/objectives, for local nonprofit organizations. What is happening during this learning project? What indeed are students learning? Summer 2007

Methodologies & Types of Evidence of Student Learning Gathered I am planning to use an open-ended questionnaire and use qualitative analysis. I will also utilize the Community-Based-Learning survey administered by the Center for Community Partnerships. Fall 2007 Qualitative Questionnaire

Project Summary Evaluating student impressions and perceptions of their learning from active learning in an MBA strategic management course. Students complete a open-ended questionnaire prior to the course and another at the end of the course to evaluate what difference the Community-Based-Learning and course have made. They are surveyed for their impressions and perceptions after the conclusion of a community-based-learning project in which they facilitate part of a strategic planning process for a local nonprofit agency. Fall 2007

Annotated List of Helpful Resources & References ACTIVE LEARNING WITH JEOPARDY: STUDENTS ASK THE QUESTIONS Joan Benek-Rivera, Vinitia E Mathews. Journal of Management Education Thousand Oaks:Feb 2004. Vol. 28(1), p. 104-118 PROBLEM-BASED LEARNING: CAN IT IMPROVE MANAGERIAL THINKING? Gerald F Smith. Journal of Management Education Thousand Oaks:Apr 2005. Vol. 29, Iss. 2, p. 357-378 (22 pp.) Course participation: An active learning approach employing student documentation Robert M Peterson. Journal of Marketing Education Boulder:Dec 2001. Vol. 23, Iss. 3, p. 187-194 (8 pp.) Changes in Students' Use of Lifelong Learning Skills During a Problem-based Learning Project Joanna C Dunlap. Performance Improvement Quarterly Silver Spring:2005. Vol. 18, Iss. 1, p. 5-33 (29 pp.) Embedded Learning Michael Littlejohn. T D Alexandria:Feb 2006. Vol.60, Iss. 2, p. 36-39,4 (5 pp.) An Update of Marketing Student Perceptions of Learning Activities: Structure, Preferences,and Effectiveness Gary L Karns. Journal of Marketing Education Boulder:Aug 2005. Vol. 27, Iss. 2, p. 163-171 (9 pp.) Eyler, J. & Giles, D.E. (1999). Where is the learning in service-learning?. San Francisco, CA: Jossey-Bass Olson. K. (2006). Designing for Deeper Understanding:Critical Reflections on the Value of Participatory Learning at the Master's Level.UW System Teaching Forum, March 24, 2006 Edition,. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Fall 2007

Preliminary Findings, Results, Conclusions, & Implications Initial Surveys were administered to 12 students on the first night of class. Final surveys were completed by 10 students on the 2nd last class night. The qualitative findings will continute to be analyzed this summer for themes. One student also suggested a follow-up survey in one year to see if the impact of the learning and civic engagement is sustained. In general students enjoy community-based-learning. Initial surveys indicated that if the faculty member was not organized, the project did not go as well. For the final surveys based on my class, students found the community-based-learning was important to their understanding of the material as well as their attitudes toward civic engagement. Only negative appeared to be a community partner that was less than organized. Main implication from both surveys is that for community based learning to be most effective and to lead to positive perceptions of the courses and CBL, students need organization - both from the faculty member and from the community partner. This is easier to control organization of the project from the faculty perspective. Sometimes it is difficult to control a community partner's organization, although weeding out organizations that indicate they are unable to interact well with students is important. Overall interacting and utilizing projects in the community is an effective way for students to learn and they enjoy the learning experience. Spring 2008

Career Relevance & Impact Participating in the WTF program has been helpful to me in many aspects. Early on I encouraged a new colleague to get involved with SoTL research and we gathered the data and will be working on a paper this summer. Also, meeting so many faculty from other institutions and disciplines was wonderful and enlightening. Both the Faculty College and the Summer Institute led to new teaching ideas, growth of the SoTL project and new friendships. This has helped my career as during this year I was up for tenure and having others to share with was important. Sharing with other WTF's was especially helpful and I would encourage the UW-System to continue with this program and with both the interaction of WTF and WTS and the opportunity for separate discussion. Thanks so much for the opportunity to be a WTF! Summer 2008