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.

Universal Design for Learning, or UDL, is a set of learning design principles that increase access and reduce barriers for all types of learners. This video offers strategies for action and expression, one of the three UDL principles promoted by CAST. Action and Expression considers how students demonstrate what they have learned through a variety of assessment types and modes.

CAST and educators join together to share ideas, resources, and questions. 

In this webinar, we discuss strategies to support learners to show their understanding remotely. See the video tab for the recording and see below for related resources.

Showing Understanding Webinar Slides

UDL Strategies for Remote Learning - Google Doc

Showing Understanding Remotely - Website

In this webinar, we discuss strategies to support learners to show their understanding remotely. See the video tab for the recording and see below for related resources.

Showing Understanding Webinar Slides

UDL Strategies for Remote Learning - Google Doc

Showing Understanding Remotely - Website

Progress monitoring in the context of online education is essential to persistence and success in an online course. The purpose of this research was to evaluate the efficacy of an online self-monitoring tool embedded in online courses at the undergraduate level. Data were gathered in a survey course specific to undergraduate students’ use of a virtual checklist feature. As students of all levels of preparation enroll in online university courses, academically underprepared students often underperform when compared to their academically prepared counterparts. The research questions looked at a possible correlation between the use of Completion Tracking and academic achievement, Completion Tracking and persistence, and the correlation between self-directed learning and student preparedness. A statistically significant correlation was found. This resource will present results, implications, and suggestions specific to UDL checkpoint 6.4.