The Office of Academic Innovation (OAI) seeks to promote and support effective student learning at PSU by building sustainable instructional capability, collaborating with educators across campus to come up with innovative instructional solutions, and fostering creative communities committed to teaching and learning. The Office of Academic Innovation was formerly known as the Center for Academic Excellence.
Submissions from 2024
Persona Journey Mapping to Drive Equity During an LMS Transition, Kam Moi Lee, Kari Goin Kono, and Megan McFarland
Submissions from 2022
How Data Visualization Can Facilitate Active Learning and Undergraduate Research in an Online Class, Kari Goin Kono and Shawn Smallman
Informing the Community-based Learning Experience with Harold McNaron and August White, Harold McNaron and August White
Submissions from 2021
Student-Faculty Partnerships in Curricula, Kari Goin Kono and Sophia Ryker
Using an Ethos of Care to Bridge the Digital Divide: Exploring Faculty Narratives During a Global Pandemic, Kari Goin Kono and Sonja Taylor
Adaptive and Active: The Integration of Adaptive Courseware Through the Lens of Blended Learning, Janelle Voegele and Raiza Dottin
Submissions from 2018
Are Private Universities Exempt from Student Concerns About Textbook Costs? A Survey of Students at American University, Lindsay Renee Murphy and David Rose
Submissions from 2017
Communities of Practice in Higher Education: Transformative Dialogues Toward a Productive Academic Writing Practice, Janelle De Carrico Voegele and Dannelle D. Stevens
Submissions from 2011
Assessment alchemy: Transforming data into action--Why it is mostly myth and what to do about it, Gary R. Brown
Compared to what? Reconsidering assessment in higher education, Gary R. Brown
A few questions we're no longer asking about assessment : The assessment landscape and possible futures, Todd Lundberg, Gary R. Brown, and Robin Jeffers
Submissions from 2009
Assessment Issues Direct, Indirect, and Assessment Utility, Gary R. Brown
ePortfolios, the Harvesting Gradebook, Accountability, and Community, Gary R. Brown, Nils Peterson, Meriem Chida, and Theron Desrosier
Submissions from 2008
The LMS Mirror: School as We Know IT versus School as We Need IT and the Triumph of the Custodial Class, Gary R. Brown and Nils Peterson
Out of the classroom and beyond, Gary R. Brown, Nils Peterson, Adrian Wilson, and Jim Ptaszynski
Submissions from 2007
Developing students' critical thinking skills, Gary R. Brown
Out of the cabbage patch, Gary R. Brown
Piloting a Program-level Learning Assessment Plan in Plant and Soil Science, Teresa Cerny-Koenig, Catherine A. Perillo, Caroline Pearson-Mims, Kathleen M. Williams, Gary R. Brown, Andrew Morozov, William L. Pan, and William E. Hendrix
Submissions from 2006
Association of course performance with student beliefs: An analysis by gender and instructional software environment, J. Richard Alldredge and Gary R. Brown
Online Student Evaluations and Response Rates Reconsidered, Joan Anderson, Gary R. Brown, and Stephen Spaeth
Submissions from 2003
Formal course design and the student learning experience, Gary R. Brown, Carrie B. Myers, and Sharon E. Roy
Submissions from 2001
The Support Service Crisis: A Misnomer, Gary R. Brown
Submissions from 2000
Where do we go from here?, Gary R. Brown
Teaching online: Now we're talking, Gary R. Brown and Lisa Johnson-Shull
Submissions from 1999
Digital Diploma Mills or Socratic Gymnasium? The Future of the University, Gary R. Brown and Mary Wack
Online Collaboration and Implications for Learning and Society, Gary R. Brown and Mary Wack
The difference frenzy and matching buckshot with buckshot, Gary R. Brown and Mary Wack