Computer Science & Business: A Shift in the Model of Instruction

Computer Science & Business: A Shift in the Model of InstructionIn the world of computer science, chemical sciences, and management, we're currently undergoing a change in the style of instruction in college, with more emphasis on teaching by labs and lectures, and less on reading through textbooks. Meanwhile, business schools, law schools, medical schools, and MBA programs continue to place a high priority on syllabi, projects, and tests that are individually and collectively the centerpiece of instruction. The subject matter experts in every discipline want students to learn about labs, how to design laboratory experiments, and the controls used to provide accuracy.It's a good thing that they recognize the necessity for a new learning environment, since these considerations have led some business schools to provide greater resources for computer-assisted instruction. For instance, you can now take a full-length course in elementary to advanced nuclear chemistry, with all of the textbook material used in each lesson.In some cases, the shift away from textbook learning to an experiential learning style has led to similar shifts in corporate culture. At top-tier corporations, top executives have embraced the role of executive coaching, which means that they have directed their teams in ways that support knowledge creation in their activities and initiatives. For example, during a company retreat in Atlanta, I observed executives training their teams to use the internet to reach out to customers and find prospects and potential business.A more structured approach to instruction is now being applied at business schools. One notable shift is a shift away from lecturing to learning by doing, where students learn by doing, usually over the phone or online, and sometimes without much prior instruction or class time.The concept of learning by doing was first used by Waldorf educators in Germany during the Middle Ages, and they taught the technique of continual prac tice in secondary school education. But it had not been adopted at Harvard University and other top business schools, which prefer a linear approach, with group instruction, lectures, tests, and exams.That started to change when Nicholas Boyer of Princeton University, who is now the chair of Harvard Business School, took the initiative to study the way that business school students learn and the reasons why they forget material in their modules. He concluded that the concept of continual learning just didn't translate well into business schools, since business schools must be more specific about the kinds of material that they teach.It's a tough situation, since the business school professor can talk all day about the importance of continuously applying what he or she has learned to real-world applications, but if the students can't remember a particular lesson, they may assume that the professor is telling them to memorize. On the other hand, you can't force students to remember wh at they've learned, so your best option is to support the learning process by giving them the opportunity to apply what they've learned.So, if you're looking for a great career in computer science, perhaps it's time to think about adding a chapter to your textbook that teaches you about techniques for learning by doing. Or maybe you need to write a book report that includes work done with a hands-on, guided-learning program. No matter what kind of experience you want, there's a great program to get you there.