Honors in a Digital World
APPROACH & PHILOSOPHY
The CASA Model (Menchaca, 2014)
 Content
 Synchronous
 Asynchronous
 Assessment
CONTENT
Honors Program students taking part in an approved
engagement extra-circular activity such as research, an
internship, or service-learning can enroll in this course. The
course is designed to offer a scholarly reflective component as
well as a theoretical basis for the engagement activity. Students
will be able to access the course content on the Canvas
Instructure Learning Management System (LMS), which will
not incur any extra cost to students. Content will be delivered
through a short series of modules. A detailed printable syllabus
which includes course description, goals, and desired outcomes
will be provided, both as digital and printable hard copy as
some students find this works best for them.
Content will include links to or embedded TED Talks and/or
other educational and instructional videos, and journal articles.
The learning philosophy will be based upon constructivism and
connectivism learning theory and approaches, with students
actively engaging with Experiential Learning theory and some
Educational Psychology theory as applied to the engagement
activity participated in during the course.
REFLECTION WORKS!
STUDENT QUOTES
"Yes, this reflection was valuable to me because it helped me
become a more efficient learner, and also helped me realize what
an impact my experiential learning had not only on me, but on
others in my community. The work that I've done in my
experiential learning opportunities has the power to touch many
lives, which is something I never thought I would be able to say
before taking this class. I'm so happy that I did!!”
“ Yes, I enjoyed reading everyone's discussion posts
throughout the semester. It was interesting to observe the
different takes people had on the articles and videos we
watched throughout the semester. My favorite discussion
post was the one discussing adversity.”
SYNCHRONOUS
This course is a blended course with a required F2F
meeting at the beginning of the semester to go over
the syllabus, questions, and any other relevant
materials. There may be other F2F meetings due to the
fact Honors Program students are enrolled in a
Writing Intensive course which requires a robust
feedback loop.
Students will be required to participate in a a graded
mandatory presentation in-person class at the end of
the semester where each student makes a presentation
regarding their Experiential Learning activity.
CYCLE OF LEARNING BY
DOING
Immersion in a
reflective
scholarly
curriculum
Making and reinforcing
learning connections
through active
observation, and
journaling
Create a cycle of
sustainable scholarly
and personal reflection
and assimialtion of
applicable Experiential
Learning theory
Sustain progress
& impact of
efforts leading to
final essay and
presentation
Continue connection by
assimilation of applicable
theory through regular
discussions; use of APA
style and thinking like a
researcher
ASSESSMENT
ASYNCHRONOUS
Asynchronous components will include the following:
 Class introductions via short videos and discussion
board answering specific guided questions
 Classmate responses to same
 Journal articles, TED Talks and other videos
 Weekly Journals – a selection of which are
uploaded at a later stage in the semester for
instructor review.
 Monthly or bi-monthly online submission responses
to guided questions related to Experiential Learning
theory, journal articles, and TED Talks from the
field of education. These responses ask students to
practice critical thinking, theory assimilation, and
to use and learn APA citation style.
 Monthly or bi-monthly online submission responses
to classmates.
Formative Assessment:
F2F meeting with each student at beginning of semester to
go over syllabus. Student feedback is solicited and
changes made to the syllabus if and as needed (but not
changes to content). Grading of monthly or bi-weekly
discussion thread submission review and feedback
provided, especially those related to the theory, readings,
and videos. In addition, a selection of journal submissions
are also reviewed, graded, and feedback given.
Summative Assessment:
End of semester presentations are graded and constitute
25% of the final grade. Twelve page final essay is graded
and constitute 30% of the final grade. A final survey will
be administered.
Overall, each student is given feedback on their work in
relation to guided elements delineated in the syllabus in
areas such as proper use of grammar, critical thinking,
assimilation and application of learned theory,
demonstrated reflection and developed thought, and
correct use and application of APA style.