This paper will present the issues and challenges raised in teaching creative teaching methods by corporations to teachers. It is also an opportunity to share how the future employers of our students attempt to stimulate college level teachers to train students with specified skills. The mini-course is part of a research project that will focus on the ways in which the instructional design, the facilitator, the learner, the technology, and the context appear to affect the learning process. The format of the mini-course is predominantly experiential. Participants were asked to write cases of problematic work experiences and discuss them in small virtual groups in a trans-continental computer facilitated group process.
Findings reveal that cyberspace cheating can easily go un- detected.
Implications for the design of classroom experiences and assignments are discussed, with specific approaches to devising new and more creative learning experiences for students that will also decrease the likelihood of academic dishonesty. The research employed a wholistic, naturalistic approach in a quasi-experimental mixed design with several pretest and posttest measures. Selected reflections from a pre-service teacher who completed the course are included to depict his struggle to broaden his perspective with respect to self, work roles, and classroom performance. I end with my own reflections on teaching about the issues of diversity and equity. As with any discipline, once basic skills are covered, learning is enhanced by drill and application.