This year’s Innovative Teaching Showcase theme, “Blended Learning: The Best of Both Worlds,” seeks to honor faculty who have designed exemplar courses that capitalize on an effective blend of face-to-face and web-based instruction. This kind of instruction has the potential to make the student learning experience reflective of real-world technologies and collaborations, use student and instructor time innovatively, integrate digital citizenship and information literacy into coursework, and provide equitable opportunities for interaction, feedback, and engagement. Through this year's Showcase we will learn more about the ways the following instructors at WWU have implemented this approach:

  • Paula Dagnon, Instructional Technology
  • Rebekah Green, Environmental Studies
  • Jerimiah Welch, Engineering Technology

The Innovative Teaching Showcase is an online publication created by the Center for Instructional Innovation and Assessment (CIIA) at Western Washington University (WWU) as a way to highlight and share exceptional teaching practices by WWU faculty.

Each year members of the campus community nominate several WWU instructors who exemplify the Showcase teaching strategy theme.

Showcases include:

  • video interviews
  • portfolio write-up of teaching approach
  • syllabi and assignments
  • relevant examples, comments, resources
  • alignment to institutional goals

The CIIA Advisory Board reviews nominees for inclusion in each year's Innovative Teaching Showcase. Selected instructors work with the CIIA to develop the resource through the end of spring term. The published work remains on the site permanently.

“We know that when teachers ‘blend’ thoroughly evaluated technological resources with rigorous and directed instruction, students are more interested and motivated to learn. With this kind of teacher-focused instruction, students will be well-prepared to contribute to society, make ethical choices, and better compete in a 21st century global economy.”
—Dennis Van Roekel, President, National Education Association (in NEA Policy Brief, Fall 2011)
ISSN: 2374-9415