A Team Based Information Literacy Exercise Page 305 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 ABSTRACT The American Library Association defines information lit- eracy as the set of skills needed to acquire, evaluate, and use information [American Library Association, 2006a]. It is essential for business students to develop information literacy along with the other competencies identified by AACSB. This paper presents a team exercise designed to help students expand their ability to gather and evaluate information from both library and Internet sources and to make judgments about the usefulness of the information providers. For schools that are accredited by the AACSB, outcomes assessment has become an important part of “Assurance of Learning” programs. The exercise provide in this paper includes a grading rubric that provides for the assessment of students’ information literacy. INTRODUCTION The Association to Advance Collegiate Schools of Business (AACSB) assurance of Learning Standard No. 15: Management of Curricula requires that business schools use a “well documented, systematic processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning” [AACSB International, 2008, p. 15]. This standard further lists general knowledge and skill areas to be included in curriculum that include com- munication, analytic, information technology usage, and reflective thinking skill. This paper expands on information -literacy work by ABSEL researcher Vik (2006) by provid- ing a team-based exercise that provides a framework for students to expand their ability to search for information. As a significant part of this exercise, students not only evaluate the information gathered, but, importantly, they analyze the information providers, as well. The experiential exercise contained in this paper is adapted for an account- ing class. However, it can easily be adapted to another business discipline. In addition, a grading rubric for evalu- ating student performance is also provided. The 65,000-member American Library Association in association with the Association of College and Research Libraries has provided a set of standards that define infor- mation literacy. These standards, which have been en- dorsed by American Association for Higher Education and the Council of Independent Colleges, describe the skill that an information literate individual should possess. To be information literate, an individual should be able to  "Determine the extent of information needed,  Access the needed information effec- tively and efficiently,  Evaluate information and its sources critically,  Incorporate selected information into one’s knowledge base,  Use information effectively to accom- plish a specific purpose,  Understand the economic, legal, and so- cial issues surrounding the use of infor- mation, and  Access and use information ethically and legally." [American Library Association, 2000, p. 2-3]. These skills are important to a business professional who is often required to collect and evaluate the informa- tion upon which they will base their decisions and recom- mendations. This requires drawing a variety information from sources deemed to be reliable. Research has shown that poor managers limit their intake of information and the span of their sources [Watson, 1994; Mutch, 1999]. As educators, ABSEL members need to prepare their students for life-long participation in an information literate society [Hinchliffe, 2002]. This exercise is designed to provide students with an information-gathering experience in which they will access information from a variety of sources and make judgments about the quality of the information and the content providers, as well. A TEAM-BASED INFORMATION LITERACY EXERCISE Marian W. Boscia King’s College MarianBoscia@kings.edu Michele M. McGowan King’s College MicheleMcGowan@kings.edu mailto:MarianBoscia@kings.edu mailto:MicheleMcGowan@kings.edu Page 306 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 THE EXERCISE PURPOSE AND OBJECTIVES The team-based information literacy exercise de- scribed in this paper is presented in Appendix A. This exer- cise serves two primary purposes. First, it is designed as an experience that can increase students’ information literacy by helping students achieve outcomes that are consistent with the recognized standards for information literacy promulgated by the American Library Association. These outcomes include determining the benefits and applicability of certain information search methods, evaluating the scope, content, and organization of information providers, and identifying effective approaches for obtaining the in- formation needed [American Library Association, 2006c]. The second purpose of this exercise is to provide help stu- dents create a report that can be used to assess each stu- dent’s level of information literacy. The assessment rubric is included in Appendix B. The assessment objectives of this experiential exercise are as follows:  To assess students’ ability to find and gather infor- mation.  To assess students’ critical thinking skills by ana- lyzing, evaluating, and comparing information sources.  To assess students’ familiarity with the relevance, validity, and usefulness of a variety of internet search engines.  To assess students’ written communication skill based on their ability to summarize information gathered from a variety of sources.  To assess students’ ability to work effectively with their colleagues. This exercise uses student teams, a pedagogy that is well understood by ABSEL researchers. For example, AB- SEL researchers have investigated, effective team forma- tion [Butler and Parasuraman, 1977; Decker, 1995; Wheatley and Armstrong, 1997; Potosky and Duck, 2007; Wolfe and McCoy, 2008], managing student teams [Gamlath, 2008; Gentry, et al., 2003; Scherpereel, 2010], the nature of team decision-making [Wellington and Faria, 1990; Edman. J., 2006; Morita, et al., 2010], and the bene- fits of having students work in teams [Barney and Vik, 1985]. Wolfe and McCoy summarized that most educators agree that when students are assigned to teams, they benefit from group-based learning. Using student-teams for a re- port writing project, Barney and Vik (1985) found that stu- dents gained skill in performing group work and produced higher quality work. Barney and Vik concluded that the advantages far surpassed the disadvantages of spending greater class time on the project. Scherpereel (2010) cites a list of other benefits including the development of liberal learning skills, such as communication, negotiation, con- flict resolution. In addition, Scherpereel argues that because teams are an essential part of the work environment, team- based learning is an important to business school educators. EXERCISE COMPONENTS The example of this information literacy exercise that is presented in Appendix A has been adapted for an Inter- mediate Accounting III course which covers advanced fi- nancial accounting topics. In its introduction, this exercise establishes the scenario that students are part of a collabo- rative, professional team that has been asked to provide sources of information on a specific topic for their firm. They must organize their findings and report the results to their colleagues and client. To improve and standardize students’ research reports, a set of guidelines to help stu- dents complete their research project. These guidelines are provided in Appendix B. As a result of standardizing stu- dents’ research reports, these submissions can be used more effectively as a basis for assessing students’ information literacy. In addition, these reports could be used as part of a student’s portfolio of academic accomplishments. This project requires that students reflect on their re- search activities, rather than requiring them to summarize the outcomes of their research. As a result, students are encouraged to investigate the nature and quality of sources of information available in their subject area. Based on their research activities, students are asked to describe, in detail, their most successful search strategies. By having team members with whom they may compare results, stu- dents to can expand on their own personal experience. Team members can share their impression of which Inter- net search engines were most and the least effective in pre- senting useful, credible sites. They can also share their im- pression of the various types of information providers and differences in the nature of the information provided. Written communication skill remains one of the most fundamental abilities is required in any work situation. This project gives students and opportunity to communicate the results of their research experience in written form. The report requires that they provide brief description of the issue addressed by their information search. Next, students are asked reflect on their research activities by answering a set of questions. Students answer questions pertaining to the successfulness of their search strategy and the useful- ness and credibility of their search results. They are also asked to rate categories of resources, distinguishing be- tween those that were the more useful and those that were of the least useful. They are also asked to make a compari- son of the quality of the resources found, the scope of the information available, and the ease of determining the reli- ability of the information between Internet sources and library sources. Finally, students must develop proper cita- tions for resources from a variety of categories, such as the Financial Accounting Standards Board for an accounting class or the Securities and Exchange Commission for an investments course in finance. A variety of both library- Page 307 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 based and online resource categories are suggested, includ- ing articles from published journals or from online journals, newspaper articles, books, and internet sites provided by business professionals and those supported by governmen- tal or educational institutions. In addition, the assignment could be expanded to require the use of a variety of popular search engines such as AOL Search, Ask.com, Google, Lycos.com, Live Search from Microsoft, or Yahoo! Web Search. ASSESSING THE PROJECT This project provides for an information literacy ex- perience. Upon completion of the exercise, students will have researched a course related topic by exploring multi- ple methods of acquiring information, including databases, visiting the library stacks, and Internet search engines. Through this exploration students can improve their ability to discriminate between peer-reviewed scholarly resources and opinion pieces and increasing their level of proficiency in obtaining and evaluating the quality of information. They also developed their skill in properly citing sources to avoid plagiarism. Appendix C contains an evaluation rubric that can be used to assess the extent to which students dem- onstrate information literacy through completing this exer- cise. The evaluation rubric contained in Appendix C assigns points to key four features of the research report, the topic introduction (10 points), research results (40 points), the answers to information literacy questions (30 points),, the writing style (10 points),, and the conclusions and implica- tions (10 points),. Topic introduction is evaluated based on the comprehensiveness and accuracy of the description of the research question. The evaluation of the research results is based on whether the sources cited covered the suggested spectrum of available information available, the formatting of the bibliography, and the quantity, variety and credibility of the sources cited. Answers to the information literacy questions are assessed as excellent if they answer the ques- tions fully; the responses were formed in a clear, logical manner; and the responses are thoughtful and profound. The writing style is assessed based on the paper being well organized, grammatically correct, and using clear language. Finally, the conclusions and implications are judged based on the extent to which they are insightful and reflect an enriched understanding of the topic. CONCLUSIONS Cormany and Feinstein (2008) describe four elements that must be included to optimize an experiential learning experience. These include designing the experience in such a way that it complies with learning theory. The Associa- tion of College and Research Libraries, which promulgates standards for library excellence and also provides guide- lines for information literacy [American Library Associa- tion, 2006b]. Secondly, the experience suits the cognitive styles of the learners. Third, learners must be allowed time for reflection during the experience. Fourth, the exercise participants must be debriefed after it has been completed. It is important to decide when the debriefing take place and how the debriefing will proceed [Cooke, 1986]. One effec- tive way to debrief this exercise is to have students share their research finding in class. The questions in the project can serve as discussion questions in class. REFERENCES AACSB International (2008). Eligibility Procedures and Standards for Business Accreditation. AACSB Interna- tional-The Association to Advance Collegiate Schools of Business, Tampa, FL. Retrieved November 1, 2008 from AACSB International website: http:// www.aacsb.edu/accreditation/process/documents/ AACSB_STANDARDS_Revised_Jan08.pdf. American Library Association. (2000). Information Liter- acy Competency Standards for Higher Education. Re- trieved October 10, 2008 from American Library As- sociation website: http://www.ala.org/ala/mgrps/divs/ acrl/standards/standards.pdf. American Library Association. (2006a). Introduction to Information Literacy. Retrieved October 30, 2008 from American Library Association website: http:// www.ala.org/ala/acrl / acr lissues/acr linfolit/ infolitoverview/introtoinfolit/introinfolit.cfm. American Library Association. (2006b). Standards & Guidelines. Retrieved October 30, 2008 from Ameri- can Library Association website: http://www.ala.org/ ala/acrl/acrlstandards/ standardsguidelines.cfm. American Library Association. (2006c). Standards 2- Access. Retrieved October 30, 2008 from American Library Association website: http://www.ala.org/ala/ acrl/acrlissues/ acrlinfolit/infolitstandards/ stnd2 / standardtwo.cfm. Barney, J. L. and Vik, G. N. (1985). “Giving Students Ex- perience In Team Report Writing.” Developments in Business Simulations and Experiential Learning, Vol. 12, 56-60. Reprinted in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Butler, R. J. and Parasuraman, A. (1977). “Degree of Uni- formity in Achievement Motivation Levels of Team Members: It’s Effect On Team Performance In A Simulation Game.” New Horizons in Simulation Games and Experiential Learning, Vol. 4, 118-123. Reprinted in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Cooke, E. F. (1986). “The Dilemma in Evaluating Class- room Innovations.” Development in Business Simula- tion and Experiential Learning, Vol. 13, 110-114. Re- printed in the Bernie Keys Library, 8th edition [Available from http://ABSEL.org] Page 308 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 Cormany, D. & Feinstein, A. H. (2008). “Implementation of Effective Experiential Learning Environments.” Development in Business Simulation and Experiential Learning, Vol. 35, 34-60. Reprinted in the Bernie Keys Library, 8th edition [Available from http:// ABSEL.org] Decker, R. (1995). “Management Team Formation for Large Scale Simulations. .” Developments in Business Simulations and Experiential Learning, Vol. 22, 128- 129. Reprinted in the Bernie Keys Library, 11th edi- tion [Available from http://ABSEL.org] Edman. J. (2006). “Group Composition and Group-think in a Business Game. .” Developments in Business Simula- tions and Experiential Learning, Vol. 33, 278-283. Reprinted in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Gamlath, S. L. (2008). “A Lesson in Hide-And-Go-Seek: A Team Building Game.” Development in Business Simulation and Experiential Learning, Vol. 35, 68-72. Reprinted in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Gentry, J., Howard, B., Vaughan, M. J., Cudworth, A., & Vik, G. (2003). Improving the effectiveness of peer evaluations. Developments in Business Simulations and Experiential Learning, Vol. 30, 109-112. Re- printed in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Hinchliffe, L. J. (2002). Information Literacy as a Way of Life. Research Strategies, Vol. 18(2): 95-96. Morita, M., Horiuchi, M., Iwai, C., Oshima, M, and Yu, Z. (2010) “An Experiment on Group Decision-Making Using a Business Game: An International Comparison of MBA Students in Japan, China, and Russia.” Devel- opments in Business Simulations and Experiential Learning, Vol. 37, 141-149. Reprinted in the Bernie Keys Library, 11th edition [Available from http:// ABSEL.org] Mutch, A. (1999) Critical Realism: Managers and Informa- tion. British Journal of Management, Vol. 10, 323- 333. Potosky, D. and Duck, J. (2007) “Forming Teams For Classroom Projects.” Developments in Business Simu- lations and Experiential Learning, Vol. 34, 144-148. Reprinted in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Scherpereel, C. M. (2010). “Peer To Peer: A New Tool for Student Peer Evaluation.” Developments in Business Simulations and Experiential Learning, Vol. 37, 238- 250. Reprinted in the Bernie Keys Library, 11th edi- tion [Available from http://ABSEL.org] Vik G. N. (2006). “Using a Web-based Module to Teach Information Literacy.” Development in Business Simu- lation and Experiential Learning, Vol. 33, 219-222. Reprinted in the Bernie Keys Library, 8th edition [Available from http://ABSEL.org] Watson, T. J. In Search of Management. London: Routledge, 1994 Wellington, W. and Faria, A. T. (1990). “The Effect of Decision Format and Evaluation On Simulation Per- formance, Decision Time, and Team Cohesion.” De- velopments in Business Simulations and Experiential Learning, Vol. 17, 170-174. Reprinted in the Bernie Keys Library, 11th edition [Available from http:// ABSEL.org] Wheatley, W. J. and Armstrong, T. R. (1997). “Courses That Utilize Student Teams: An Approach To Enhanc- ing Their Effectiveness.” Developments in Business Simulations and Experiential Learning, Vol. 24, 237- 239. Reprinted in the Bernie Keys Library, 11th edi- tion [Available from http://ABSEL.org] Wolfe, J. and McCoy, R. (2008). “Should Business Game Players Choose Their Teammates: A Study with Peda- gogical Implications.” Developments in Business Simu- lations and Experiential Learning, Vol. 35, 315-328. Reprinted in the Bernie Keys Library, 11th edition [Available from http://ABSEL.org] Page 309 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 As an accounting professional, you will engage in some form of written and oral communication as part of each normal workday. Frequently, you will collaborate on a team-basis, such as (1) preparing a “consulting” report for an advisory services client, (2) working with a group of a client’s employees on an audit, or (3) researching an ac- counting issue for a team of colleagues. This assignment is based on the third circumstance. Assume that your team has been asked to investigate a financial reporting issue for your firm. You are asked to communicate the results to your colleagues and firm client. This project is designed to identify potential sources of information useful to business professionals. In research- ing an accounting topic, you will have the opportunity to develop and test the successfulness of your search strate- gies. You will use multiple methods to access sources of information, including data bases, visiting the library stacks, and at least three different types of Internet search engines. Finally, you will evaluate the quality of the infor- mation provided. Your finished project should contain the following items: 1. A brief description of the issue addressed by your search. 2. An appropriately-formatted bibliography that includes citations for 15 resources, or more. To receive a pass- ing grade, at least one source must come from each of the following categories: a) The FASB b) The IASB c) A printed journal or newspaper from the library d) A book from the library or a description of a book available for sale online e) A journal article from the Business Source Pre- mier or Academic Source Premier databases f) A newspaper or journal articles from the Lex- isNexis Academic database g) An article from a public accounting firm’s Internet site or an investor education site with a “.com” or “.net” address h) Footnotes from an EDGAR filing of annual or quarterly report, or a proxy statement i) Internet educational sources with a “.edu” or a government source with a address “.gov” address  Please follow one of the citation formats listed in the Research Report Guidelines. 3. Documentation of your search results listed in part 2: a) For books and printed journals and newspapers, include a photocopy of the cover and of the book or journal or the headline of the newspaper cited. b) For internet articles, include a print-out of the FIRST PAGE ONLY for the source cited. c) For database sources, include a print-out of the FIRST PAGE ONLY for the source cited and a print-out of your computer screen showing the database reference to that source. One easy way to do this is: 1) hold down the alt-key and press the print screen key, 2) paste the image of the screen into MS Word, and 3) print the image from Word. 4. Answers to the following questions presented in com- plete sentences. a) What was your most successful search strategy? Why? Please include a complete description of how you selected search terms and refined your search. b) Which Internet search engines were most effective is presenting useful, credible sites? Which search engine was the worst? Please include a descrip- tion of the differences in search engines. c) Which categories of resources will be MOST use- ful for your colleagues? Your client? Please ex- plain your answers in terms of relevance and reli- ability. d) Which categories of resources will be the LEAST useful for your colleagues? Your client? Please explain your answers. 5. A statement of your conclusions concerning the ease of researching your topic on the Internet versus through the library including comments on the variety of re- sources found, the quality of the resources found, the scope of the information available, and the ease of determining the reliability of the information. Your team’s project evaluation will be based on your description of your research topic and its relevance of the topic to this course, the variety, quality, and quantity of sources cited, your responses to the questions in part 4, and your conclusions and implications. A grading scheme is provided on the last page of this handout. APPENDIX A INFORMATION LITERACY TERM PROJECT Page 310 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 Here is a sample topic list from Intermediate Account- ing III. You may select one of the topics from the list be- low or, better yet, make up your own topic.  A recent financial accounting scandal  Accounting for derivatives  Changes in financial reporting  Comprehensive income  Earnings per share  Deferred tax assets and liabilities  Estimating the fair value of stock options and other derivatives  Financial Accounting Standards Board  The proposed adoption of the IFARS  Impairment of assets  LIFO inventory changes  Market risk disclosure requirements  Price earnings ratio  Recording a minimum pension liability  Sale-leaseback accounting  Segment reporting  Statement of Retained Earnings  Stock-based compensation Page 311 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 STYLE: Follow the format used in an appropriate guidebook, such as Accounting and Auditing Research: A Practical Guide by Thomas Weirich and Alan Reinstein [Dame Publishing, 1999]. Another helpful guide to usage and style is The Ele- ments of Style, by William Strunk, Jr. and E.B. White (bnpublishing.net, 2008). CONTENTS: Every paper should have the following major sections: 1. Title page 2. Body of paper a) First section should be the “Introduction.” b) Middle sections should have assignment questions followed by answers.  What was your most successful search strat- egy? Why? Please include a complete de- scription of how you selected search terms and refined your search.  Which Internet search engines were most ef- fective is presenting useful, credible sites? Which search engine was the worst? Please include a description of the differences in search engines.  Which categories of resources will be MOST useful for your colleagues? Your client? Please explain your answers in terms of rele- vance and reliability.  Which categories of resources will be the LEAST useful for your colleagues? Your client? Please explain your answers. c) Last section should be the “Summary and Conclu- sions.” 3. List of references, organized by source and using one of the bibliography styles listed below. a) The FASB b) The IASB c) A printed journal or newspaper from the library d) A book from the library or a description of a book available for sale online e) A journal article from the Business Source Pre- mier or Academic Source Premier databases f) A newspaper or journal articles from the Lex- isNexis Academic database g) Article from CCH Database. h) An article from a public accounting firm’s Internet site or an investor education site with a “.com” or “.net” address i) Footnotes from an EDGAR filing of annual or quarterly report, or a proxy statement j) Internet educational sources with a “.edu” or a government source with a address “.gov” address 4. Printouts from the articles and books BIBLIOGRAPHY STYLES The research report, that is the “deliverable” of this project, requires complete citations plus a print-out or pho- tocopy of the first page only for citation. Listed below are five citation styles plus a link for citations from electronic references in the APA style. 1. American Psychological Association: APA Style a) Source: Purdue University b) Web address: http://owl.english.purdue.edu/owl/ resource/560/01/. 2. University of Chicago Press: The Chicago Manual of Style a) Source: University of Chicago b) http://www.chicagomanualofstyle.org/home.html 3. Modern Language Association: MLA Style a) Source: Purdue University b) Web address: http://owl.english.purdue.edu/ handouts/research/r_mla.html" style 4. AMA Style Guide a) Source: HealthLinks: University of Washington b) Web address: http://healthlinks.washington.edu/ hsl/styleguides/ama.html 5. Turabian Style a) Source: University of Wisconsin – Whitewater b) Web address: http://library.uww.edu/GUIDES/ turacite.htm 6. American Psychological Association: APA Electronic Reference Formats a) Source: Purdue University b) Web address: http://www.apa.org/journals/ webref.html. FORMAT: All papers should be word-processed, printed on one side of 8.5 x 11 inch paper and be double-spaced, except for indented quotations. All pages, including tables, appendi- ces, and references, should be numbered. All margins should be a minimum of 1-1/2 inches. APPENDIX B RESEARCH REPORT GUIDELINES Page 312 - Developments in Business Simulation and Experiential Learning, volume 38, 2011 APPENDIX C RESEARCH REPORT EVALUATION FORM INFORMATION LITERACY EVALUATION CRITERIA: 5-point Evaluation Scale To a To a Completely great extent satisfactory extent Inadequately Not at all 5 4 3 2 1 0 10-point Evaluation Scale To a To a Completely great extent satisfactory extent Inadequately Not at all 10 9 8 7 5 4 3 2 1 0 CRITERIA POINTS TOPIC INTRODUCTION  Your descriptions of issues were comprehensive and accurate 5  The topic researched was relevant to Intermediate Accounting III 5 RESEARCH RESULTS  The sources cited covered the suggested spectrum of available information 10  The bibliography was properly formatted and complete 10  Quality of sources cited were from credible sources and were not redundant 10  Quantity of sources cited met or exceeded the minimum required 10 ANSWERS TO INFORMATION LITERACY QUESTIONS  The questions were answered fully 10  The responses were formed in a clear, logical manner 10  The responses were thoughtful and profound 10 WRITING STYLE, GRAMMAR, PUNCTUATION, AND SPELLING  Your paper was well organized, grammatically correct, and used clear language 10 CONCLUSIONS AND IMPLICATIONS  The conclusions were insightful and reflected an enriched understanding of your topic 10 Total points 100 Table of Contents Volume 38, 2011 Simulated Tabletop Exercise for Risk Management - Anti Bio-terrorism Scenario Simulated Tabletop Exercise From Business Games to Simulations - Simuworlds & Microworlds Demand Equation Redux: The Design and Functionality of the Gold/Pray Model in Computerized Business Simulations Managing Client-Based Learning: Insights from Successful Teaching Project Courses in Marketing Tracking Forecast Error Type, Frequency and Magnitude with the Forecast Error Package Responding to Facilitate Collaboration Simulating Sudden Change and the Value of Timely Information Managing Human Resources Simulation A Study on Collectivism and Group Decision-Making: An International Comparison of Japan, China, and Russia Using a Gaming Simulation The Use of Management Games in the Management Research Agenda Gaming On-Line: A Simulation Application Positioning and Performance in Simulated Networks Supply Chain Management: A Simulation Application Simulation as a Teaching Method in Strategic Management Distance Studies Entrepreneurship: A Game of Risk and Reward Phase II: The Start-Up Return to the Paradise Islands: From Confrontation to Cooperation Effect on Market Performance of Displaying Supply and Demand Curves in a Business Simulation Appreciating Complexity: The Chief of Staff of the Army Game Managing Organizations: Experiential MBA Course Teaches Alternatives to the Machine Model A Simulation Model for Analyzing the Night-Time Emergency Health Care System in Japan The Continuing Evoluation of Assessing Project Management as an Academic Learning Outcome (ALO) Should College Instructors Change Their Teaching Styles to Meet the Millenial Student? The Mouse Game and its Effects on Team Interdependence Learning from the Gulf Oil Spill to Prepare for a Brighter Future: A New Game Engaging Stake Holders in Triple Bottom Line Accounting & Strategic Planning Video Killed the Biblio Star: The Impact of Digital Media on Student Learning Outcomes Exploring Motivation: Using Emoticons to Map Student Motivation in a Business Game Exercise An Alternative to PC and Internet Based Simulations: The Internet Integrated Mode MiddleState University -- A Crisis in Education Complexity Avoidance, Narcissism and Experiential Learning Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development Through Experiential Learning: Developing a Framework A Situational Leadership Exercise Based on the Biology of a Starfish JOGAI CEFET -- The Industrial Administration Undergraduate Game Would You Take a Marketing Man to a Quick Service Restaurant? Modeling Corporate Social Responsibility In A Food Service Menu-Management Simulation Use of a Simulation in a Large Class Environment for a Marketing Principles Class: A Qualitative Analysis of Whether Learning Objectives were Met A Team Based Information Literacy Exercise ABSEL Marketing Communications Plan An Interdisciplinary Study of the Impact of Playing a Marketing Simulation Game on Student Knowledge of Management Accounting/Finance Principles Analyzing Construction Planning of Interiro Finish Work of Apartment Building by Simulation Doing Murder One Again The Simple Business Game and Simulation Transfering the Knowledge of Middle Management to Novices Infectious Disease Simulation Model for Estimation of Spreading Understanding the Relative Influence of Several Factors in ERP Simulation Performance: An Exploration of Ecological Validity Tragedy of the Commons: An Exercise Using Clickers to Illustrate and Teach a Key Concept in Negotiations The Meaning of Firm Demand in Business Simulations If the Games Work, Why Aren't More Faculty Willing to Play? Those Who Do and Those That Don't: A Study of Engaged and Disengaged Business Game Players