This article introduces a selective approach to curriculum integration that consists of linking the subject matter of a new course with knowledge and skills acquired in two or more completed courses to create a deeper and richer learning experience. Benefits and challenges of the selective approach and an example of implementing an integrative project in a marketing elective are discussed. As part of the project, students in the undergraduate branding course design a marketing brochure to be used by the client, the marketing department, for student communication and recruiting purposes. This experiential team project benefits students who had the opportunity to apply new concepts and skills acquired in the branding class as well as reinforce consumer behavior and marketing research knowledge acquired in prior courses. The article discusses contributions and suggestions for project implementation.

hope corrigan and georgiana craciunMost students are concerned about grades and often have negative attitudes toward testing. Students perceive traditional instructor-written exams as irrelevant and autocratic, leading to lower trust in teaching and evaluation methods and decreased motivation to learn. This paper discusses a new approach, the student-written exam, which is a take-home assessment where each student writes and answers his or her own exam questions. Guidelines for students include comprehensive learning objectives, instructions and examples for writing exam questions, format and submission criteria, and a grading rubric. Assessment results show that this method, while perceived as more challenging than traditional exams, improved the relevance of exam questions, increased student involvement with learning and self-evaluation, and helped students manage exam stress. hope corrigan (MBA,

A key goal of including field site visits in marketing courses is to give business students increased interaction with industry professionals and community leaders. Site visits give students a concrete idea of how different marketing disciplines work in the business world. Business students gain greater insight into a career in marketing from this type of course. Undergraduate students learn about careers in marketing early in their college education and graduate students realize new career opportunities. In this course, students prepared for and completed two experiential site visits to businesses in the local area to reach these goals. Significant benefits of this course included building stronger relationships between the Sellinger School of Business and Management and local companies and introducing students to prospective employers. This article describes the reasoning behind the course as well as practical strategies for faculty interested in implementing site visits as an experiential teaching approach. A pilot graduate course has been completed at Loyola College in Maryland with encouraging results, and an undergraduate course with site visits is planned. Early results indicate that it is possible to incorporate site visits into any marketing course.

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Sensory overload and split attention result in reduced learning when instructors read slides with bullet points and complex graphs during a lecture. Conversely, slides containing relevant visual elements, when accompanied by instructor narration, use both the visual and verbal channels of a student's working memory, thus improving the chances of increasing knowledge in long-term memory and assisting the over 40 percent of students who are visual learners. Applying cognitive processing and constructivist learning theories, this paper contains best-practice sample slides for motivating student interest, relating a topic to previously learned material, creating an environment for student knowledge cocreation, and assessing learning.