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Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design

Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design

Lisa Jasinski, Coreen W. Davis, Annie Biggs, Julie A. Schell
Copyright: © 2020 |Pages: 21
ISBN13: 9781799801191|ISBN10: 1799801195|EISBN13: 9781799801214
DOI: 10.4018/978-1-7998-0119-1.ch004
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MLA

Jasinski, Lisa, et al. "Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design." Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, edited by Emtinan Alqurashi, IGI Global, 2020, pp. 57-77. https://doi.org/10.4018/978-1-7998-0119-1.ch004

APA

Jasinski, L., Davis, C. W., Biggs, A., & Schell, J. A. (2020). Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education (pp. 57-77). IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch004

Chicago

Jasinski, Lisa, et al. "Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University: Improving Graduate Learning by Design." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education, edited by Emtinan Alqurashi, 57-77. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0119-1.ch004

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Abstract

This chapter explores how one graduate-level seminar incorporated technology and insights from the science of learning to improve the delivery and assessment of course content. Drawing on the case study, “Technology and Innovation in Higher Education,” an elective seminar for master's and doctoral students taught at The University of Texas at Austin (2015-2017), the authors discuss the benefits of project-based learning, retrieval-based learning strategies, and the use of diverse teams in educational settings. The authors consider how technology was used in this blended-learning/hybrid course to more efficiently and effectively achieve the learning goals. The chapter concludes with practical recommendations for instructors who seek to incorporate insights from the science of learning in their graduate courses.

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