Oh Naturelle! Health & Beauty: An Integrated Law, Ethics, and Strategy Case for the First Day of Class.
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| Title: | Oh Naturelle! Health & Beauty: An Integrated Law, Ethics, and Strategy Case for the First Day of Class. |
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| Authors: | Marsnik, Susan1 (AUTHOR) sjmarsnik@stthomas.edu, Thompson, Dale1 (AUTHOR), Supina, Susan2 (AUTHOR) |
| Source: | Journal of Legal Studies Education. Winter2022, Vol. 39 Issue 1, p39-73. 35p. |
| Subject Terms: | *Business schools, *College curriculum, Webinars, Behavioral ethics |
| Company/Entity: | Cengage Learning Inc. |
| Abstract: | For either course format, the authors encourage colleagues who review the syllabus and class policies on the first day of class to consider moving these important activities to online recordings and instead use a first-day exercise to heighten student excitement and to introduce the critical thinking that they will use in the course. 73 For students in non-cohort programs, the use of small groups and small breakout rooms serves a dual function of having the students get to know some of the other students in the class by working together on a problem. Name (optional) University/College Course: Name (undergrad or graduate) Class size: Delivery Format: Traditional (face-to-face); Hybrid; Online This survey seeks to gain an understanding of general practices used by Legal Studies in Business faculty on the first day in their core classes. I See also i Des Robinson, I Engaging Students on the First Day of Class: Student-Generated Questions Promote Positive Course Expectations i , 5 Scholarship Teaching & Learning Psychol. 183 (2019); Stephanie deLuse, I First Impressions: Using a Flexible First Day Activity to Enhance Student Learning and Classroom Management i , 30 Int'l J. Teaching & Learning Higher Educ. 308, 309 (2018); Eric Yordy, I The Thread: Engaging Stories for Issue Development i , Presented at the Academy of Legal Studies in Business Cengage Learning Interactive Webinar (June 27, 2013). Introduction and Objective Identification The first ten minutes of class are given to taking roll to ensure students enrolled in the course are present and to handle students who need to be added. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | For either course format, the authors encourage colleagues who review the syllabus and class policies on the first day of class to consider moving these important activities to online recordings and instead use a first-day exercise to heighten student excitement and to introduce the critical thinking that they will use in the course. 73 For students in non-cohort programs, the use of small groups and small breakout rooms serves a dual function of having the students get to know some of the other students in the class by working together on a problem. Name (optional) University/College Course: Name (undergrad or graduate) Class size: Delivery Format: Traditional (face-to-face); Hybrid; Online This survey seeks to gain an understanding of general practices used by Legal Studies in Business faculty on the first day in their core classes. I See also i Des Robinson, I Engaging Students on the First Day of Class: Student-Generated Questions Promote Positive Course Expectations i , 5 Scholarship Teaching & Learning Psychol. 183 (2019); Stephanie deLuse, I First Impressions: Using a Flexible First Day Activity to Enhance Student Learning and Classroom Management i , 30 Int'l J. Teaching & Learning Higher Educ. 308, 309 (2018); Eric Yordy, I The Thread: Engaging Stories for Issue Development i , Presented at the Academy of Legal Studies in Business Cengage Learning Interactive Webinar (June 27, 2013). Introduction and Objective Identification The first ten minutes of class are given to taking roll to ensure students enrolled in the course are present and to handle students who need to be added. [Extracted from the article] |
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| ISSN: | 08965811 |
| DOI: | 10.1111/jlse.12123 |
