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posting unit plans for instance ranges from no/limited utilization of Blackboard to posting unit plans with required
content and file attachments/links, digital imaging and audio/video utilized and reviewed in class throughout the
semester using multimodalities.
According to Scheule and Sneed (2001), one teaching approach to leadership education is to provide
“students with opportunities to interact with industry leaders to learn first hand about leadership” (p. 35). Bringing
in leading industry professionals as guest speakers has proven to be an effective delivery of leadership education.
They can serve as role models, offer examples of different leadership styles and provide students with realistic
examples and problem solving solutions. Thus other instructional criteria includes guest lecturers and guest
presenters, with the measure ranging from no guest lecturer/presenters to two or more of corporate senior-level
status from leading organizations.
At present, educators are embracing teaching methodologies of active, cooperative and experiential
learning. Creating non-passive educational environments enhances student learning (Prussia and Weis, 2003/2004).
Joseph La Lopa, from Purdue University, Department of Hospitality and Tourism Management discussed in a 2005
Journal of Hospitality & Tourism Education
article the benefits of active learning modes of educational delivery.
He states that the delivery of education needs to move away from instructor-centered course work to more learner-
centered environments where the consequences of student studies are made real with practical applications, thereby
encouraging active learning. Learner-centered type assignments that can help to prepare students for employment in
the 21
st
century include team/group assignments, current event and international perspective course work. Also
important when setting real situation and application learning environments, as pointed out by La Lopa (2005), is
ensuring that student performance, outcomes and measures reflect industry-relevant abilities and skills in technology
and communication. For example, student assignments should include on-line and e-portfolio course work and
require use of word processing, spreadsheet and database applications, technology enhancements such as PDF,
digital imaging, and attachments and links including files, hypertext, PowerPoint presentations, audio/video, etc.
Furthermore, formally presenting to different audiences (employees, customers, groups, organizations, etc.) is
frequently performed by hospitality professionals. Thus, class presentations help students prepare for their future
leadership responsibilities. Additionally, the use of PowerPoint Presentations in the classroom can prepare students
for making presentations to executive committees later on, as well as assisting those students interested in pursuing
future sales-type careers. Also, requiring on-line research investigation assignments including obtaining
information, verifying its validity, analyzing, interpreting and applying/utilizing information can enhance student
information literacy capabilities. A student’s ability to integrate the aforementioned knowledge and skills referred
to as “information competence” today is defined as integration of library, computer, media and technological
literacy, and ethics, critical thinking, and communication skills (Henderson and Scheffler, 2003).
Other activities of non-passive educational environments include students’ involvement in critical thinking,
problem-based learning, case studies, role playing, content analyses, student-led instructions, debates, simulations,
industry/associate meetings, including web/net meetings, practicums and seminar/conferences, as well as
encouraging students to obtain industry valued credentials. Such active learning exercises as case studies and role
playing can assist students with mentally placing themselves in real-world situations. Engagement in role-playing
exercises can especially assist students with experiencing closely simulated realistic situations, providing them with
more confidence for when they ultimately perform such tasks in their future jobs. The scale of student activities
ranges from no on-campus student learning activities to four or more of four different types of required student
learning activities (i.e. critical thinking and problem solving, case study discussions, role playing and simulations).
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