Deliberate Practice in Course and Curriculum Design

Are you expected to engage in experiential education to improve your students’ learning outcomes and better prepare them for the workplace? How is that going for you? Have you ever been trained in experiential education?

In spite of many higher education institutions, including AACSB, calling for more experiential learning, there is a lack of common practical understanding of how to implement this type of learning in business education. Come and learn how to use deliberate practice to make your curriculum truly experiential.

We will begin this workshop by explaining what deliberate practice is. We will then introduce the SPARRING model, an eight-step instructional design model that incorporates all deliberate practice principles into one framework. The SPARRING model will help you design your courses for deliberate practice.

Due to its origins as a one-on-one coaching technique, deliberate practice is difficult to apply in traditional university classrooms. We will show you how to combine 13 pedagogical techniques, some of which you already use, to implement deliberate practice in your curriculum.

We have applied deliberate practice to supply chain management education for several years. Our experience provides evidence that a deliberate-practice pedagogy can be implemented in residential programs. At a time of major disruptions in higher education, the SPARRING model offers a new pathway for traditional residential universities interested in teaching real-world skills valued by employers in a manner not easily replicated by artificial intelligence.


Francois Giraud-Carrier (Weber State University) –
Alicia Ingersoll (Weber State University)
Benjamin Neve (Weber State University)