Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Introductory marketing courses run the risk of focusing too much on terminology and too little on developing the conceptual and practical skills needed to prepare students for more advanced study in marketing. This case offers an example of how an introductory marketing classroom shifts when structured around a semester-long, live-case-study project. In this project, students are challenged to immerse themselves in the learning experience by developing marketing plans for small, local businesses. 

Through the development of marketing plans, students learn the following skills critical for success in the marketing profession: assessing marketing goals and current marketing strategies; gathering, analyzing, and presenting relevant marketing information from a variety of secondary sources; and developing marketing objectives, strategies, and activities based on business goals and environmental realities. Students also practice professional communication, problem-solving, and critical thinking skills through their interactions with their clients and exercise their writing and presentation skills while completing, for most, their first professional deliverable, a marketing plan.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Learning abstract theories can be challenging to students, more so when instructor proximity and simultaneous class interactions are much different in the online class environment. As classrooms and instructional environments continue to evolve, instructors must be more and more intentional about ensuring that students make connections between the actual roles theories play in real life situations.

This case study depicts a project-based learning method to improve student engagement, understanding, and mastery of the abstract theories within the online class environment. An overarching three-stage project was introduced to the students in an online Educational Psychology class, together with detailed project guidelines, grading rubrics, and discussion forums. Students were required to find a problem in their personal /professional life, decide on their project of interest, and apply the theories being presented in the course to solve the problem. Students are tasked with documenting their attempts and effectiveness with their project and reflecting on the learning that occurred during this experience. This project-based learning method will be explained in the context of a motivation class. However, the method can be broadly used across disciplines which involve the teaching of abstract theories.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

The authors combine the principles of Design Thinking and UDL in three prescriptive classroom projects within the realm of the "makerspace" movement, with implications for STEM and STEAM.   Students learn to make a stable product, use tools, consider the needs of another, solve challenges, overcome setbacks and sustain motivation. The projects also teach students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically, goals associated with Common Core State Standards.