Reducing the role of lectures and exams in an EM program

The authors analyze the successes and failures of an engineering management faculty at integrating experiential exercises, student reports and presentations, team projects, homework problems, case studies, lectures, and closed- and open-book exams into a model which attempts to practice what they teach. The goal is to better balance diverse educational experiences. Particular emphasis is placed on a larger role for team, rather than individual student, efforts and on student-empowered, rather than faculty-directed, efforts