BOEL Mission & Impact
Name one other example of experiential learning at Leeds besides BOEL projects
- Treks
- Case competitions
- Hackathons
This is who is responsible for sourcing the project and establishing the initial client relationship
BOEL Staff
This approach should be used when students are motivated and capable of solving the problem with support
Guide
These three words make up BOEL’s framework for giving clear, actionable feedback
Observe --> Impact --> Ask
You notice a team member is confused about how to approach their workstream, but they're engaged and looking for help. What do you do?
Coach them towards the solution by asking guiding questions and helping them break down the problem into simpler pieces
Name two reasons students participate in BOEL projects
- Resume experience
- Network expansion
- Career exploration
- Build confidence
- Gain durable skills
This is who student teams must meet with before the Final Presentation
Bonnie Auslander
This person or group should be notified any time an ExL needs to intervene with a student or team
Name three things an ExL should check for when reviewing deliverables
Accuracy, clarity, professionalism, formatting, consistency, grammar & spelling, BOEL branding, alignment with project objectives
You have significant expertise in your team's project area and know you could complete part of the analysis much faster than the students. What should you do?
Don't do the work for them. Use your expertise to ask questions, provide resources, and guide students toward the solution.
Name two reasons why a company would partner with BOEL
- Build a proven talent pipeline
- Fresh perspectives
- Fast turnaround time
- Affordable consulting options
- Connection to Leeds
- Targeted deliverables
This document must be submitted by the ExL prior to project kickoff
Key Milestones and Team Contract
This key distinction typically signals that an ExL should move from Guide to Intervene
The issue has become a recurring pattern that is negatively affecting the team or putting the project at risk
These are the three primary purposes of a weekly internal team meeting
Progress updates, roadblocks & problem solving, next steps & action items
Your students have increasingly busy schedules, and the team says there is no longer a time when everyone can attend the weekly team meeting. What should you do?
Reinforce that the weekly meeting is a project expectation and work with the team to find a consistent time that everyone can prioritize. Encourage flexibility, use tools like When2Meet, and adjust the meeting format if necessary rather than eliminating the meeting.
Name three durable skills students can develop through work on a BOEL project
- Navigating ambiguity
- Professional communication
- Adaptability
- Analytical thinking
- Cross-functional collaboration
Name three ongoing ExL responsibilities
Coordinating and leading weekly meetings with the Student Team
Sending progress updates to the client
Sending updates to the Faculty Affiliate
Attending meetings with BOEL staff
Recording meetings and taking notes
Providing feedback to the Student Team
Reiterating expectations to Student Team
Name three steps an ExL should take when intervening
Schedule a private conversation, approach with curiosity, describe the observed behavior, explain the impact, agree on next steps
These two practices are key to facilitating team success
Building trust and creating inclusive and accepting work environments
A student tells you privately that they feel their ideas are consistently overlooked by the team but asks you not to tell anyone. What do you do?
Ask questions to better understand the situation and coach the student on how they could advocate for themselves, while continuing to monitor team dynamics
This is the person who Erin and Heather report up to
Darrell Zechman
Name three things an ExL should help establish during pre-kickoff
Team introductions, meeting cadence, project flow, communication expectations, team contract/norms, workstream assignments
Name three types of concerns that should be escalated immediately
Academic integrity, mental health/safety, DEI/bias, confidentiality, serious professionalism concerns, issues that persist after intervention
According to Radical Candor, effective feedback requires balancing these two behaviors
Caring personally and challenging directly
The client directs nearly every question to you rather than the students during meetings. What do you do?
Redirect questions to the students and reinforce that they are leading the project