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Sustainable Consumption under Structural Constraint: Insights from Indigenous Communities on the Great Plains
No full textResource-constrained communities, particularly Indigenous and remote communities, remain critically understudied in the business literature despite persistent socioeconomic challenges. This study employs a mixed-methods approach to explore barriers to sustainable consumption in these resource-limited contexts. It examines consumer attitudes toward sustainability and identifies key barriers to sustainable consumption. Understanding these barriers is crucial for entrepreneurs seeking profitable and socially beneficial ventures, as well as for policymakers designing social or economic initiatives. This research provides actionable insights for tribal governments, business professionals, policymakers, and others seeking to promote sustainable economic growth, community health, and positive externalities in underserved communities
Active learning in undergraduate business classes: Application in both a lower-level major course and an upper-level concentration course
No full textThis paper explores the integration of flipped classroom models and Artificial Intelligence (AI) in undergraduate business education. It presents two case studies: a lower-level Business Communications course and an upper-level Advanced Finance capstone. Both courses utilize AI tools to foster critical thinking and learning. Student feedback highlights increased engagement, teamwork, and practical application of concepts. The findings suggest that AI can complement active learning strategies
Authentically Assessing Student Learning in a Data Driven School System
Full text linkAs educators, we are often tasked with measuring student progress and understanding using standardized testing methods. As a visual arts instructor, I find these testing methods to be antiquated and inadequate for measuring students’ knowledge in the classroom, as they solely focus on an individual’s ability to recognize, recall or repeat factual data. If the goal of a quarterly assessment is to answer the question, “How do we know that the students know what we want them to know?” then standardized assessments are not the answer for the visual arts. The art classroom is a creative and expressive space, where ideas and inspiration intersect with technical skills, methods and knowledge to produce unique compositions and designs. The assessment tool, therefore, should be equally as creative, skill-based and diverse. In this intersecting mixed methods case study, I will replace my students’ traditional quarterly exams with an authentic assessment, allowing students to engage in artmaking exercises to thoroughly demonstrate their understanding of the curriculum
