And Online Delivery: Proven Practices in Higher Education

A u t h e n t i c instruction And online delivery: Proven Practices in higher education edited by Kurt d. Kirstein, Judy M. hinrichs, and steven G. olswang table of contents Preface vii PART ONE AUTHENTIC INSTRUCTION 1 1 Constructivism, Meaning Making, and Breaking News 3 Stephanie J. Brommer, PhD 2 Presence & Engagement: Best Practices for the Online Text-based Classroom 15 Madeline Crowley, MA 3 Inquiry Learning in Higher Education 27 Ryan Gunhold, MAL 4 The Lincoln Paradigm: An Educational Vision for the Future 39 Susan Mendoza Beller, JD, LLM 5 Successful Learning and Teaching Approaches: Self- Reflection as a Bridge to Self-Directed and Lifelong Learning 53 Larissa Chuprina, PhD and Lana Zaher, MATESOL 6 Self-Direction in Adult Learning: Best Practices 69 Pete Anthony, EdD and Gina Smith, EdD 7 The Six Thinking Hats: A Constructivist’s Technique to Copyright ©2011 Edited by Kurt D. Kirstein, Facilitate the Transfer and Application of Critical and Judy M. Hinrichs, and Steven G. Olswang Creative Thinking 83 All rights reserved. Cheryl A. Szyarto, EdD 8 Reality in the Classroom: An Example in Teaching No part of this publication may be reproduced, stored in a retrieval system, or Project Management 101 transmitted in any form or by any means, electronic, mechanical, photocopying, Jennifer Diamond, MA recording, or otherwise, without the written permission of the editors. 9 Inspiring Action for Sustainable Business: A Five-Phase Approach 115 IBSN: 1461051428 Kurt Kirstein, EdD and Jennifer Diamond, MA ISBN 13: 9781461051428 10 Service Learning 133 LCCN: 2011905425 George Kelley, MBA, MA, MS iii 11 Reflective-Heuristic Practice, Crisis Management, the PART THREE PERSPECTIVES ON LEARNING AND PMNB, and Simulation: An Integrated Methodology 147 ASSESSMENT 343 Robert A. Brownlow, EdD 12 Academic Writing: A Self-Assessment Strategy for 23 Formative Classrooms Shifting the Focus of Cadence, Fluency, and Vocabulary Choice 169 Assessment in Higher Education 345 Judith Gray, PhD Kristin Jones, MEd 13 Turning the Student into the Teacher 183 24 CityU’s Approach to Outcomes Assessment 357 Nathan Kositsky, MS Elizabeth Fountain, PhD 25 Integrated Information Literacy Instruction 371 Mary Mara, MLIS PART TWO ONLINE DELIVERY 193 26 Facilitating a Transformative Learning Environment: A Case Study of Its Use in a Graduate-Level 14 Mixed-Mode Course Design and Delivery 195 Psychology Course 391 Ranodda DeChambeau, MBA, MEd Brian Guthrie, PhD 15 Technology in the Asynchronous Online World 221 Maria Minor, DM 16 The Use of Synchronized Audio, Video, and Slides to Enhance the Online Learning Experience 231 Keith Foe, MBA, CFP, CPA 17 Implementing Online and Hybrid Programs and Courses: Benefits, Challenges, and Proven Practices 241 Kelly A. Flores, EdD 18 Proven Approaches to Motivating Engagement by Students in Online Classes 255 Anna Cholewinska, MA 19 Creating a Supportive Online Classroom Environment 265 Carla Weaver, MA, MSC 20 Active Online Learning: Implementing the Case Study/ Personal Portfolio Method 283 Peggy Kasloff, EdD 21 Utilizing Case Study Analysis in Online Learning 305 Jean Ann French, DBA 22 The Art and Science of Videoconference Instruction 325 Judy Hinrichs, MEd iv v Preface This book is a collection of work from a group of faculty members at a single university. City University of Seattle is a small, pri- vate, not-for-profit university primarily serving working adults in the Pacific Northwest, with satellite campuses in eleven countries on four continents. Through in-class, online, and hybrid delivery, CityU offers programs in education, management, technology, psychology, and general studies to students worldwide, many of whom would otherwise be denied access to education. CityU is primarily a teaching institution. It focuses on deliv- ering real-world skills, in an applied manner, that help students achieve professional goals. The vast majority of the university’s faculty members are working professionals who are selected to teach what they do for a living. Over the years one of the hallmarks of a CityU education has been the link to real-world applicability that comes from the connections that the university’s seven hun- dred practitioner faculty members bring to their classes. While the university provides its faculty members with orien- tations and periodic training, much of what makes these faculty members successful in their classes has come from their own experience, their own proven practices for educating adults. Over the years it has become evident that the university has accumulat- ed a rich collection of valuable educational strategies that can and should be shared with teaching faculty from similar institutions worldwide. This is the driving idea behind this book. Most of the chapters in this book cover proven practices that have been successful at helping adult students achieve their learning and professional goals. Rather than reporting on educational research and theory, these chapters cover teaching methodolo- gies that CityU faculty members are sharing so that other university instructors can learn from their experiences. vii As this book was coming together, a few general themes emerged. The first centered on methods of authentic instruction, or the various ways in which learning can be tied to real-world applicability. These appear in part one. The second theme that emerged was online delivery. As a pioneer in online instruction, PA r t o n e CityU faculty members draw upon years of experience as they share proven practices and look toward the future as technology continues to impact the way online education is designed and delivered. These online practices are included in part two. A final AUTHENTIC INSTRUCTION part addresses emerging themes in educational assessment and program revision. If we are to believe that experience is the best teacher, then proven practices, developed through instructor experience, have The goal of authentic instruction is to create learning op- much to offer both novice and veteran educators. The insights in- portunities that resemble real-world application. In a classroom cluded in this volume are offered with this goal in mind. environment that supports authentic learning, students are able to put new material to immediate use because it is taught in a Kurt D. Kirstein manner that closely resembles the way it will be used in the real Judy M. Hinrichs world. Depending on the discipline, many methods are available Steven G. Olswang to facilitate authentic instruction. The chapters that follow make up only a sampling of instructional practices and strategies that Bellevue, WA can support this style of learning. April 2011 Dr. Stephanie Brommer opens this section by discussing a level of constructivism and authenticity that can be achieved in the online classroom through the inclusion of current events. Madeline Crowley reviews the importance of instructor presence in the classroom as it relates to student learning and perceptions of quality. Inquiry learning, as presented by Ryan Gunhold, shows instructors how to utilize this technique to facilitate a truly dis- covery-based learning process. Drawing parallels to Lincoln’s law lectures, Sue Beller sheds light on various aspects of the adult education process, including diligence, cooperation, motivation, and respect for the learner. Following these, two chapters address self-directed learning. Lana Zaher and Dr. Larissa Chuprina highlight the link between self-reflection and self direction. Doctors Pete Anthony and Gina Smith provide a plan for organizing graduate-level leadership curriculum by respecting the needs of the self-directed learner. Dr. Cheryl Szyarto presents a constructivist technique for teaching viii 1 students the skills of critical analysis, and Jennifer Diamond presents authentic methods for structuring a classroom, using project management as the descriptive discipline so that it relates more closely to what students experience in the workplace. This section concludes with five chapters that present specific examples of proven practices used with adult learners in the con- 1 text of teaching various disciplines. Dr. Kurt Kirstein and Jennifer Diamond discuss the curricular design of a course intended to inspire business students to take action in regard to sustainabil- ity issues. George Kelley shares his experiences with leading students involved in service-learning projects within the community. Dr. Robert Brownlow presents the use of crisis management sce- narios to challenge project management students. Dr. Judith Gray constructivism, Meaning presents strategies to improve writing among graduate students of education. The final chapter in part one is Nate Kositsky’s strategies for involving students in the management of their courses by Making, and Breaking news having them assume a portion of the teaching responsibilities. Stephanie J. Brommer, PhD City University of Seattle Division of Arts and Sciences Abstract Constructivism and authenticity can be achieved in online classes through the use of current events, including breaking news stories. Used in communications courses, including me- dia and society, intercultural communication, and public rela- tions, this practice is also relevant to social studies, education, psychology, and management courses. Learning through real- world events engages students and faculty alike because they are applying concepts and theories to real topics requiring real solutions, decision-making skills, and ethical and critical thinking. Embedding

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