In Episode 148, Justin Shaffer joins host Kevin Patton to discuss high structure course design. Justin shares his success in building a scaffold for learning by using a variety of course structures to improve student engagement and success, such as pre-class and post-class activities, micro-case studies and clicker questions, brief active learning practices, and much more.
00:00 | Introduction
00:46 | Introducing Justin Shaffer
02:49 | High Structure and Low Structure
20:47 | Badge Break
21:43 | Transparency, Expectations, & Flexibility
34:06 | Secret Code: TAA Conference in Nashville
36:04 | Baby Steps or Go All In?
50:16 | Staying Connected
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To achieve great things, two things are needed; a plan, and not quite enough time. (Leonard Bernstein)
Introducing Justin Shaffer
2 minutes
Host Kevin Patton briefly introduced our guest, Dr. Justin Shaffer. Justin is an experienced educator who provides professional development and advice on pedagogy for educators in anatomy and physiology and other disciplines. He is particularly well known for his advice on how to implement high structure course design.
★ Recombinant Education (Justin's website) recombinanteducation.com/
★ Justin Shaffer (Justin's LinkedIn profile) linkedin.com/in/justin-shaffer
★ How to Use High Structure Course Design to Heighten Learning (Justin's conversation with host Bonni Stachowiak on the Teaching in Higher Education podcast) AandP.info/xlo
★ High Structure STEM Classes (Justin's interview on the podcast, Tea for Teaching) AandP.info/75a
High Structure and Low Structure
18 minutes
Kevin Patton discusses with Justin Shaffer the concept of high-structure course design, which revolutionizes traditional teaching by providing a scaffolded learning process involving pre-class content acquisition, active in-class engagement, and post-class assessments. This method, inspired by the educational research of Scott Freeman and Mary Pat Wenderoth, has been successfully applied across multiple disciplines, demonstrating its versatility and effectiveness in improving student learning outcomes and engagement.
★ Increased structure and active learning reduce the achievement gap in introductory biology (report
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