Curriculum and Instruction Commons^™

Learn Twice Invited Brief: Experiential Learning, Daniel Holland, Jim Cannon

Huntsman School of Business Teaching Scholarship Series

This article provides a review of the concept of experiential learning, an overview of the theory, its benefits, and a range of examples both inside and outside the classroom. It concludes with a discussion of the steps that teachers can take to create experiential learning opportunities.

On Becoming Online Educators: Developing Hybrid Learning-Centered Pedagogy, Rachel Toncelli Edd, Leila Rosa Phd

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as …

Transforming Curriculum: A Process For Implementing Problem-Based Learning In A College-Level Course, Morgan Robertson, Marla K. Robertson

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Transforming curriculum by implementing Problem-Based Learning (PBL) in the college-level classroom helps students internalize the concepts of a course, improve their critical and reflective thinking skills, learn to problem-solve using questioning, and ultimately construct a better understanding of course concepts in a personally relevant way. This article introduces a process for implementing PBL in a college-level course. Each of the four main ideas in PBL, motivation, collaboration, reflection, and facilitation, are addressed with a particular focus on the role of the educator in designing and implementing PBL in the classroom. An …

Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …

Authorial Agency: Investigating Composition Pedagogies Under A New Lens, Tyler Hurst

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This essay considers the work of three prominent composition scholars through the lens of authorial agency, which I define as a form of agency that focuses on the individual voice and self-determination of students in the writing space. Though the concept of agency has been previously considered by composition scholars, this contribution might aid in understanding various pedagogical approaches by analyzing how authorial agency is already being engaged within composition pedagogies and investigating how authorial agency aids teachers in understanding their pedagogy so that students learn to take back control of their own authoritative voice and self-determination. By re-investigating …

Enhancing Technology-Based Distance Education Delivery Using Collaborative Team-Teaching Methods, Susan Egbert, Sean Camp

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Present pandemic-related circumstances have created unique challenges for educators and students alike. Information and communication technology (ICT) based team-teaching and collaborative course design can effectively mitigate feelings of isolation and disconnection, and enhance student engagement within a remote education context. This article presents a theory-driven framework and ‘how-to’ practical strategies for utilizing team-teaching methodology through web-based delivery platforms. Content focuses on student participation and active learning, curriculum- and technology-related issues, and challenges inherent in synchronous web-based course delivery.

Pivoting At The Midpoint: How Midpoint Course Adjustments Influence Student Engagement, Alexander C. Romney, Mitchell Pound

Journal on Empowering Teaching Excellence

In higher education, instructors must often pivot to new methods, approaches, and exercises to help students achieve learning objectives in a particular course. These course pivots can be challenging to navigate; however, they are often the difference between a successful course and an unsuccessful one. Research on the punctuated equilibrium model of group development provides important insights for instructors on managing and navigating course pivots. This article reviews research on midpoint transitions and discusses the benefits of implementing midpoint pivots. It then introduces an example of a midpoint course pivot: The Stop-Start-Continue exercise. It concludes with a discussion of the …

The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond

Journal on Empowering Teaching Excellence

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …

How Student Perceptions Of The Online Learning Environment And Student Motivation Predict Persistence, Completion, And Retention In Developmental Mathematics Courses, Samuel K. Gedeborg

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Online developmental mathematics courses have high dropout rates. The focus of this study is to improve understanding of how students’ perceptions of the online learning environment and student motivation from course design predict student drop out. This understanding will benefit faculty and institutions on student support for online developmental mathematics students.

The study included 330 undergraduate students enrolled in online developmental mathematics courses during the Fall 2018 semester at eight public universities and colleges in the Utah State Higher Education (USHE) system. Participants completed a survey with questions measuring their perceptions of the learning environment. They also completed a survey …

Design Case: Implementing Gamification With Arcs To Engage Digital Natives, Travis N. Thurston

Journal on Empowering Teaching Excellence

Gamification is an emerging topic for both student engagement and motivation in higher education online courses as digital natives become post-secondary students. This design case considers the design, development, and implementation of a higher education online course using the ARCS model for motivational design combined with the four-phase model of interest development as a framework for gamification implementation. Through “designerly ways of knowing,” this design case explores engaging digital native students with a gamified online course design, which will be of interest to instructional designers and instructors in higher education. Overall, students in the pilot course responded favorably to the …

Stalled At The Gate: Addressing Student Failure In A "Gateway" Course, Susan Rhoades Neel

Journal on Empowering Teaching Excellence

This article is a case study of how student data can guide instructors in course redesign. A significant percentage of students enrolled in an American Civilization course did not successfully complete the course. An examination of ACT scores, GPAs, grades in math and English composition, reading tests, and assignment completion rates indicated that two key obstacles to student success were a lack of student engagement and a disparity between student reading capabilities and the required instructional materials. Following a change in the topical focus of the course, the addition of active learning projects, and supplemental aids to the textbook, course …

In-Class Versus At-Home Quizzes: Which Is Better? A Flipped Learning Study In A Two-Site Synchronously-Broadcast Organic Chemistry Course, Michael A. Christensen, Alyssia M. Lambert, Louis S. Nadelson, Kami M. Dupree, Trish A. Kingsford

Chemistry and Biochemistry Faculty Publications

We recently shared our design of a two-semester flipped organic chemistry course, in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, …

Innovative Reflection Tools For Developing Leadership: Additional Ideas For Educators And Practitioners, Susan R. Madsen, Kathi Tunheim, Norman Wright

Susan R. Madsen

Research continues to support the finding that critical reflection is a foundational aspect in developing leadership skills and competencies for individuals of all ages. The purpose of this engaging workshop is to offer a variety of innovative reflection tools that can be used by leadership academics and practitioners in various leadership development settings. Each tool presented will be taught, practiced, and shared.

Ethics In Publishing (Doctoria Consortia), Susan R. Madsen, C.S. Wong

Susan R. Madsen

To begin raising awareness of ethics and publishing concerns and educate doctoral students (future professors and practitioners) within AAOM, Ethics Education Committee members from the AOM would like to facilitate a 90-minute segment in the doctoral consortium.

Teaching Team Leadership: Experiential Activities For Educators And Trainers, Susan R. Madsen, Kathi Tunheim, Jessica Burnham

Susan R. Madsen

In this “Teaching Team Leadership through Experiential Activities” session—sponsored by the Leadership Special Interest Group—participants will learn different team leadership activities that can be used in teaching different leadership theories and concepts. The facilitators will use the following process in presenting these activities to innovative session attendees: discuss and present the activity (listen and learn), have participants experience the activity (practice using it hands on), and provide attendees the opportunity to discuss their experiences with others in small groups (reflection). Each attendee will also receive a handout that provides the descriptions of each team activity and the leadership theory, concept, …

Teaching Hrd Theory With Toys: Creative Tools For Educators And Trainers, Susan R. Madsen, Kathi Tunheim

Susan R. Madsen

The purpose of this experiential workshop is to offer a variety of innovative tools (toys) that both academics and practitioners can use with adult learners to help them further develop leadership knowledge, competencies, and skills through engaged learning activities. Each tool presented will be taught, practiced, and discussed.

Teaching Leadership With Toys: Innovative Tools For Educators And Trainers, Susan R. Madsen, Kathi Tunheim

Susan R. Madsen

The purpose of this experiential workshop is to offer a variety of innovative tools (toys) that both academics and practitioners can use with adult learners to help them further develop leadership knowledge, competencies, and skills through engaged learning activities. Each tool presented will be taught, practiced, and discussed.

Innovative Teaching In Hrd Graduate And Undergraduate Education, Susan R. Madsen, Wendy E.A. Ruona

Susan R. Madsen

There have been few forums within the Academy of Human Resource Development (HRD) to discuss HRD education. We have had limited opportunities to share innovative teaching and learning techniques, pedagogies, projects, assignments, technologies, and ideas. As a dynamic discipline it is important that current and future HRD faculty continuously learn and change teaching methods and curricula to parallel the latest pedagogical knowledge and research, as teaching goals should focus on effectively facilitating student learning in our own courses and programs. Clearly since our field is strongly based on adult learning and training and development, we (as faculty) should be utilizing …