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

For years teachers have struggled to help ensure every student gets the best instruction possible to fully understand a subject. This is true for all instructors, and even the best and most experienced teachers cannot tailor instruction specifically to every student's need. That said, emerging technologies, available to instructors and students, might open doors to access and learning not previously available. This module is about using tablet devices such as iPad to preserve information created in a classroom during lecture time. Most of the currently available techniques use cameras to capture either the class or screen. This technique focuses on the content rather than the instructor and enables instructors to record the lecture, save the notes and share them with students through various formats. It provides teachers with a versatile tool to preserve information created in classroom setting like discussions, solved problems and notes, and helps them to improve the class performance by reusing and updating the previously created content.

What type information is preserved?

The basic idea is using a tablet screen instead of blackboard or whiteboard as the reusable writing surface for teaching in classroom. Using the tablet along with appropriate complementary hardware and apps enables the instructor to preserve the most out of the information created and presented in a classroom setting. Examples of information that can be preserved by using this module include:

• Oral presentation recorded during a class lecture
• Lecture notes that are written during class
• Example problems that are solved during class
• Students questions and discussions from class

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

The purpose of this case study is to describe how using STAR Legacy Pedagogy can assist learners in solving authentic problems.  First described will be how the STAR Legacy Pedagogy promotes learning for diverse students who have varying levels of professional expertise in a post-professional Doctor of Physical Therapy program. Secondly, the UDL alignment will be discussed.  Finally, the methodology for integrating this pedagogy will be depicted, and student learning outcomes will be presented.

Teaching students in any academic discipline how to solve authentic problems can be challenging.  These problems often have multiple solutions, are seated in the context of experience, and require appropriate scaffolding that facilitates problem articulation, support for disciplinary knowledge, and a defined process (Quintaña et. al., 2004; Brush and Saye, 2002). In order to adequately convey content and facilitate problem solving, case based pedagogy that is supported with instructional scaffolding has been suggested as an effective evidence based strategy (Hayward & Cairns, 1998; Smith, 2018). One way to present cases using universal design for learning into technology-based environments is the STAR legacy pedagogy, which is designed for integration of case based pedagogy that provides scaffolding of the learning process. This scaffolding of the learning process is provided in three ways that are congruent to Quintaña’s (2004) recommendations for scientific problem solving that state that support should be provided for process management, disciplinary knowledge support, and articulation and reflection. First, from a process management standpoint, the STAR legacy pedagogy provides an implicit structure for problem solving in that it follows a cyclical process of learning where a problem is presented, resources to solve that problem are provided, and the learner is encouraged to provide solutions to the problem.  Secondly, the STAR legacy pedagogy provides content knowledge support that is particular to the disciplinary problem. Finally, articulation and reflection, or support for metacognition, is provided as learners are asked to reflect on what they know, what they learned, and make an estimate of how much their knowledge has grown from the initial part of the learning module to the end of the learning module.

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

Part of the challenge for engaging students in the learning process requires understanding how and why teaching methods designed to enhance engagement impact student learning.  In this case study, the theoretical context of engagement and practical basis for the implementation of team-based learning (TBL) in a general chemistry course taught by Dr. Rosa Bell at East Carolina University are addressed.  Students’ perceptions of engagement, instructional practices, and learning in the chemistry course are also discussed.

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

Flipped Classroom (FC) and Team-Based Learning (TBL; Michaelsen, Knight, & Fink, 2002) are two teaching pedagogies that have gained popularity in recent years; both aimed at increasing students’ engagement in active learning and accountability in their own learning, as well as more strategically using in-person class time for higher-order learning rather than passively sitting and listening to lectures.   While there are many overlaps and similarities between the two approaches, it is worth noting that FC and TBL are not identical pedagogies (e.g. flipped classroom focuses on digitally “lecturing” online before in-person class time, while there is not a specific emphasis within the TBL approach on how the pre-class preparation is delivered to students) (Wallace, Walker, Braseby, & Sweet, 2014).

This case study aims to offer guidelines and suggestions on how I integrated flipped classroom and team-based learning within the context of an undergraduate developmental psychology course at Fayetteville State University.

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

Although existing research documents the impact of active learning (Ambrose et al., 2010; Bonwell and Eison, 1991), the focus is often on collecting and implementing techniques. While it is tempting to “plug and play,” to be effective, active learning needs to be examined in the larger context of student learning (Weimer, 2018). Taking a metacognitive approach—choosing forms of active learning that foster metacognition—can help faculty prepare students to make the most of active learning experiences while helping them become self-directed learners (Pelley, 2014). This module will focus on strategies and approaches instructors can take to become more metacognitive in their own professional practice and to use metacognition as they design and implement active learning in their classes.

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

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

This Case Study will teach facilitators how to use low-barrier, low-resource instructional tools such as children’s puzzles  to achieve targeted learning outcomes which are realized through a facilitated debriefing process.  We explain and explore  how to use puzzles in multiple ways as an activity, that when followed by a facilitated debrief, aids learners in translating and transferring the experience to their own lives, and in some cases, professional disciplines. These debriefs can be mapped against external competency and skill domains, as well as Bloom’s Taxonomy for learning. Additionally, they are consistent with principles of Universal Design for Learning by providing responsive learning opportunities geared to participants’ understanding, adapted to any audience.

There are many low-barrier, low-resource instructional tools to engage learners in skill-building for collaborative teamwork. Through the use of children’s puzzles, which are completed by putting like contours of the pieces together (as in a jigsaw puzzle) we demonstrate how to utilize a single, inexpensive resource to provide team-based experiences in multiple ways while debriefing them to target different learning objectives.  The techniques can be used by teachers/facilitators in face-to-face classroom or training environments and can be readily adapted as well to both synchronous and asynchronous teams in online teaching environments. The tasks themselves require no prior experience or training for participants, thus leveling opportunities for success among learners.

While we use these in graduate-level health professions education, we have had similar successes with high school students as well as professionals in their respective fields of expertise. We believe these activities are relevant to other fields and disciplines, as well, such as when teaching group negotiation processes in a business course or communication skills within any field. Ultimately, skills learned through this module are easily applicable to other, similar activities to broaden opportunities for student engagement in learning, and several additional low-barrier, low-resource ideas are included in this discussion. The reader takes away an understanding of the model and process for using these tools and should be able to apply easily attainable, inexpensive resources at hand to immediately implement this approach.

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

Service-learning is a pedagogical practice with unique benefits: increasing community connectedness, broadening student perspectives, providing novel skill sets to students, creating a culture of service, assisting local organizations, and broadening the impact of the university on the surrounding community (1, 2). Service-learning is a form of experiential learning where students engage in structured service activities for course credit. The core of service-learning is the process of thoughtful reflection upon experiences fulfilling a community need (1). Unlike traditional volunteer work, service-learning focuses on experience, thoughtful reflection, and alignment with course content. This process of experience, reflection, and development are rooted in the four elements of Kolb’s experiential learning model: concrete experience, reflective observation, abstract conceptualization and active experimentation (3).

When developing a successful service-learning program, a few crucial components include establishing the community-campus partnership, making clear expectations of student outcomes, selecting relevant content for the course, planning course activities including reflection, implementing a course evaluation, building course infrastructure, sustaining the course, practicing cultural humility, and encouraging community-engaged scholarship (4).

This case study describes the process of developing a service-learning component within the structure of a nutrition course, Community Nutrition. The case study will walk through the program development, evaluation, lessons learned from the first iteration of the course, and provide useful and modifiable tools for implementing service-learning programs in similar courses. While this case study details a nutrition course, service-learning can be adapted to many disciplines.

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

Rarely can the world’s problems be adequately grasped within the four walls of a classroom. Service-learning is a pedagogical technique that combines experiential learning practices with community engagement and encourages personal growth through reflection in the classroom. Service-learning is not exclusive to student benefits: universities and colleges can increase community engagement and develop mutually beneficial relationships through this practice. Service-learning within a course is designed in a way so that the course objectives, tasks, and assignments align with student service projects that meet community needs. In this process, students engage in concrete experiences with thoughtful reflection to promote abstract conceptualization and create connections with course material. Students then utilize the knowledge gained in class with their service-learning sites through active experimentation.

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

This case study describes a collective self-publication project I facilitated with college students in a freshman English class.  Through a series of rigorously structured steps, the students composed and revised original pieces of personal narrative writing, arranged their pieces into individual chapters, combined their chapters into a multi-author manuscript, and published the resulting book, which we called Writing Our Truth: Stories of Struggle and Survival, using the KDP platform on Amazon.  Along the way, students not only received a crash course in writing for publication, but they also developed online marketing materials to promote the book; made decisions about the book’s layout, format, design, and editing; and collaborated to coordinate a book launch party and to schedule other promotional events.  Most importantly, they came to identify themselves as professional, published authors, which, in fact, they were.  As part of their experience as professional writers, the students have not only seen their own book get published, circulated, reviewed, and sold, but they have also been interviewed by a film crew about their writing, they have discussed their craft with other professional writers, and they have been planning their own marketing strategy. In public appearances and media interviews about their writing, as well as in our in-class discussions, they came to talk about their writing as a vocation and a craft.  This experience provided a dramatic lesson in the ability of self-publication to increase the relevance of writing assignments, to foster a sense of community, and to empower students to own their voice and to write their truth.

The case study will describe the process we used to complete this enormous project in the span of a single semester.  We started off with a clearly articulated schedule of deadlines that would ensure that we would have enough time to compile the content for the book, to arrange and edit it thoughtfully, and to oversee the publication rollout.  We organized the semester into a writing phase, a design/editing phase, and a marketing phase.  Our last class was the book launch party.  Over the course of the semester, the classroom activities varied widely according to the phase of the project, beginning with “open mic” style readings in which the students shared their memoir essays with one another, then evolving into workshop and peer-review sessions, and finally transforming into a series of editorial “board” meetings, where we all sat around a big table and brainstormed ideas about what the book should look like and how we should let people know about it.  Although the particular class of students who worked on this project was somewhat unique (they were all in a cohort model together, and they all shared an enthusiasm for writing), this book-writing project is entirely replicable in other contexts, with the right preparation.  The case study will also consider ways in which this project can be modified for different disciplines, and it also provides important suggestions for avoiding some of the pitfalls and complications that we encountered.

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.