Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design

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Author(s): Lisa Jasinski (Trinity University, USA), Coreen W. Davis (The University of Texas at Austin, USA), Annie Biggs (The University of Texas at Austin, USA)and Julie A. Schell (The University of Texas at Austin, USA)
Copyright: 2020
Pages: 21
Source title: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
Source Author(s)/Editor(s): Emtinan Alqurashi (Temple University, USA)
DOI: 10.4018/978-1-7998-0119-1.ch004

Keywords: Curriculum Development and Instructional Design / Education / Higher Education / Information Science Reference

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Abstract

This chapter explores how one graduate-level seminar incorporated technology and insights from the science of learning to improve the delivery and assessment of course content. Drawing on the case study, “Technology and Innovation in Higher Education,” an elective seminar for master's and doctoral students taught at The University of Texas at Austin (2015-2017), the authors discuss the benefits of project-based learning, retrieval-based learning strategies, and the use of diverse teams in educational settings. The authors consider how technology was used in this blended-learning/hybrid course to more efficiently and effectively achieve the learning goals. The chapter concludes with practical recommendations for instructors who seek to incorporate insights from the science of learning in their graduate courses.

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Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design

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