Journal of Block and Intensive Learning and Teaching

Block Essentials: A Better Way to Deliver Higher Education

2024-05-05T21:57:28-07:00

Ensuring Student Mental Wellbeing whilst introducing Block Mode Intensive Learning and Teaching

2024-05-05T22:00:46-07:00

As De Montfort University, a UK-based University, introduced block delivery across the undergraduate portfolio the University sought to maintain a continued focus on, and commitment to, an institution-wide approach to embedding mental wellbeing. With mental wellbeing relevant to the whole university community and recognising the power of transformational change to impact wellbeing, the university cross-examined student feedback to understand and ensure mental wellbeing.

An intensive block model was introduced at De Montfort University (DMU) from the start of the academic session 2022-23. Undergraduate student experiences and learning from the initial months, focused on those in the Faculty of Computing, Engineering and Media, are presented alongside an examination of the methods and impact of embedding mental wellbeing in this new intensive mode; ensuring the continued institutional approach to embedding mental wellbeing in the curriculum, providing inclusive support for all learners. The learning and impact identified from initial experiences indicate areas of strength and areas for development, enhancement and growth. This article presents educational practice implications for other providers exploring and implementing block delivery in intensive learning and teaching modes.

The University’s HealthyDMU philosophy recognises mental wellbeing is relevant to all, informed by a social model of wellbeing, in which a student’s experience of mental wellbeing is directly related to their environment and experiences, based on the five ways to wellbeing (Aked, Marks, Cordon & Thompson, 2008). Embedding this throughout the curriculum reduces wellbeing barriers to facilitate student success, establishing pro-active approaches to mental wellbeing and a health promoting environment.

This article provides a unique focus on student experience from the position of mental wellbeing embedded in curriculum design and delivery. This paper presents an exploration of student responses to the introduction of intensive delivery at undergraduate level within a UK university, positioned around support for mental wellbeing.

Client consulting projects on the block: Understanding sources of tension

2024-05-05T22:03:30-07:00

In this article, we consider client consulting projects embedded in a course on the block, with a particular focus on the tensions inherent in teaching and learning with such projects. Client consulting projects offer a unique pedagogical approach that tasks student teams with helping a client solve a current problem. Such approaches merit study for the block plan because other research on the semester-basis shows that consulting projects contain elements known to increase student learning outcomes; the block plan is likely to offer added benefits as well as unique challenges and tensions. Using a mixed-methods approach centered on reflective case writing about two different courses that offer client consulting projects and supplemented by data from students and clients, we investigated the benefits, challenges, tensions, and key success factors in client consulting projects on the block. Overall, the major stakeholders – faculty, students, and clients – agreed that the benefits outweighed the challenges. Especially salient were the benefits to students of real-world experience, increased motivation and sense of meaningfulness, and the chance to deepen their learning by applying course concepts. Challenges include the stress involved for the students and faculty with fitting the project into the block and pleasing the client, plus the time invested by faculty to make the projects happen. Most importantly, client consulting projects on the block present five tensions: the dual-evaluation nature of the project (both the professor and client are evaluating), the level of client engagement and alignment, scheduling and pacing, the level of professor guidance, and the degree of emphasis on traditional course content vs. the project. Keys to success include setting expectations, building trust, having clear structure and organization, and developing teamwork skills and roles. The understanding of tensions gained through this research will position faculty for greater success with client consulting projects on the block.

Developing Undergraduate Business Students’ Emotional Intelligence in a Block Class

2024-05-05T22:05:38-07:00

Research suggests that developing undergraduates’ emotional intelligence (EI) may improve current academic and future work performance, as well as health and well-being. Curriculum to help undergraduate business management students improve their EI competencies was designed and implemented in a 4-credit course taught over 18 days. During 3-hour class periods, students participated in activities such as mindful walks, journaling, and guided meditations designed to improve self-awareness and self-management competencies. The steps in the Multiple Approaches to Understanding instructional design model are explained and illustrated with the entry points, analogies, and activities of the EI curriculum.