Experiential Learning @ JHSC

The TME curriculum offers a balanced and diverse approach to learning that includes practical application of learned concepts. Opportunities to interact with the business community are embedded within the program through:
  •      involving regional business leaders as guest lecturers
  •      interactive classroom case study analysis
  •      having local businesses participate in classroom real-time case studies
  •      deliverable preparation on real business problems/projects

Students are also encouraged to focus on a specific business opportunity or challenge of interest to them in TME 3913 – Experiential Learning in Technology Management and Entrepreneurship. In this course, students directly apply skills and concepts learned throughout the TME program in collaboration with an external organization or mentor. In addition to co-developing, executing, and presenting an approved project, students have the opportunity to apply time management, team, communication and professional skills in a real-life setting.

TME 3913 Experiential Leaning

The Course

The TME 3913 experiential learning course is basically an internship that matches TME students with a local business or entrepreneur for one semester, aimed to help develop business acumen in the student.

Students are typically matched with the employer shortly before the start of a semester. The placement is for one semester with a total of approximately 100 working hours.

The Students

Most students involved in TME 3913 are engineering students who have also taken at least 2 TME courses. Some TME courses are co-taught with UNB’s MBA program, but students participating in TME 3913 are not generally MBA students.

The Employers

Employers are expected to provide a project with a clearly defined scope of work so that the student can see the project to completion during the allotted time. Employers in small business or entrepreneurial ventures are ideal fits. Projects can fall into a broad range of areas, but they should allow students to:

  •     practically use the skills they have learned in TME;
  •     expand their business savvy.

Along with a definite business component, projects may also have a technical aspect. While the technical portion is not a requirement, most students are engineering students who also have technical competencies, should that be beneficial to an appropriate placement.

The employer is expected to help mentor the student throughout the internship and provide feedback to the course instructor at UNB.

The Academic Supervisor

Prior to the start of the placement, the course instructor liaises between the student and employer in clearly defining the project and expectations. During the internship, the instructor’s role is to provide mentorship and additional helps that might be needed by the student to successfully complete the internship. The instructor also meets with the employer to determine the student’s progress through and at the conclusion of the internship.