Course Redesign & Student Learning: High Impact Practices

Abstract

Course redesign can enhance the student learning experience by emphasizing real-life application of learning, transversal learning outcomes, and authentic assessment. An increasingly common platform for this is the high impact practice of ePortfolios, which entail students creating artifacts that represent their learning. This presentation focuses on the processes and outcomes of a course redesign project. The presenter will describe the redesign of an introduction to organizational behavior course based on the eight key elements of high impact practices (HIPs) and the incorporation of five specific HIPs—writing-intensive, collaborative projects, diversity, community-based learning, and ePortfolio (Kuh, 2008; Kuh, O'Donnell, & Schneider, 2017). The course is delivered through face-to-face, hybrid, and online modalities. Students work in teams to create an ePortfolio with artifacts documenting their learning. This provides them with the foundation for a community-based consulting project in which they work with a community partner to identify an organizational behavior problem, collect and analyze data, and make theory-based recommendations. Through the completion of team artifacts and the community project (also documented in the ePortfolio), students apply principles and theories related to course topics such as communication, conflict resolution, management, leadership, decision-making, teamwork, personality, and motivation. Reflection encourages them to monitor their performance and set goals for improvement and documents a variety of outcomes, specifically the transversal skills valued by employers such as oral and written communication, teamwork, critical thinking, problem-solving, working with people from different backgrounds, and application of knowledge to real-life contexts.



Author Information
Maureen Andrade, Utah Valley University, United States

Paper Information
Conference: ECE2020
Stream: Curriculum Design & Development

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