IGeneration: A Study in Challenge Based Learning at a Small Private University

Author

Jodi A. Hift, Lynn University

Date of Award

12-5-2013

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

William J. Leary

Second Advisor

Kelly A. Burlison

Third Advisor

Korynne Taylor Dunlop

Abstract

Faculty-buy in is an essential component of successful technology integration processes at the Higher Education level. The goal of this case study was to assess the University faculty's role in the utilization of Challenge Based Learning while teaching undergraduate students. Did the University have the faculty's support and buy-in concerning the use of Challenge Based Learning as a campus-wide initiative? The perspectives of 16 full-time University faculty members enrolled in a Challenge Based Learning pilot study were explored at the beginning of the Challenge Based Learning pilot and then and were assessed again upon the completion of the pilot. The findings of the study were in favor of using Challenge Based Learning again.

Recommended Citation

Hift, J. A. (2013). IGeneration: A Study in Challenge Based Learning at a Small Private University [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/144