The primary incentive for taking the course is to determine whether or not the corresponding major is a good fit. This is important because, research shows that between 50 and 70 percent of students change majors before their graduation (University of La Verne, 2016). Studies show that students entering undeclared actually finished faster than those with a declared major because most reach the second or third year of their degree program before deciding to change major, in fact, those that change major graduate, on average 5 semesters later than those who do not (Sklar 32; Freedman 1). This indicates that students need to have true to life, professional experiences sooner, in order to determine whether or not a business major truly serves their passions and interests in a way that inspires them to pursue a career related to their degree.
Businesses in the area who are likely to host intern students will be asked to actively present lesson ideas and internship tasks for students. This will not only meet the students need for curriculum alignment at every level of their degree, but will also allow for professional networking between the earliest students and their prospective employers.
In adherence with best practices, as it relates to student needs and learning preferences, the course will be taught by primary professor and one to two TAs, in 50 minute sessions, three times a week, for a total of three credit hours over the course of the semester. The professor will present information regarding the topic in a standard lecture style, and the TAs will facilitate the completion of projects pertaining to those subjects, similar to those that a student would be expected to complete in a real workplace during an internship. This hands-on experience allows them to explore jobs/careers related to business and business management much earlier in their educational career than other program formats. Based on survey results, the university will strive for an average enrollment rate of 30 students per course, as this ascribes to the best learning rate among students. This is in adherence with the small course policy of McComb University.
Works Cited:
Freedman, Liz. "The Developmental Disconnect in Choosing a Major: Why Institutions Should Prohibit Choice until Second Year." The Mentor. Penn State University, 28 June 2013. Web. 13 Apr. 2016.
"Myths about Majors." Career Services. University of La Verne, n.d. Web. 13 Apr. 2016.
Sklar, Jeffrey. The Impact of Change of Major on Time to Bachelor’s Degree Completion with Special Emphasis on STEM Disciplines: A Multilevel Discrete-Time Hazard Modeling Approach California Polytechnic State University (2014). Web.
