Abstract
In higher education, instructors must often pivot to new methods, approaches, and exercises to help students achieve learning objectives in a particular course. These course pivots can be challenging to navigate; however, they are often the difference between a successful course and an unsuccessful one. Research on the punctuated equilibrium model of group development provides important insights for instructors on managing and navigating course pivots. This article reviews research on midpoint transitions and discusses the benefits of implementing midpoint pivots. It then introduces an example of a midpoint course pivot: The Stop-Start-Continue exercise. It concludes with a discussion of the implications this exercise has for instructors and students alike.
DOI
https://doi.org/10.26077/13ac-dd8b
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Romney, Alexander C. and Pound, Mitchell
(2021)
"Pivoting at the Midpoint: How Midpoint Course Adjustments Influence Student Engagement,"
Journal on Empowering Teaching Excellence: Vol. 5:
Iss.
1, Article 5.
DOI: [https://doi.org/]https://doi.org/10.26077/13ac-dd8b
Available at:
https://digitalcommons.usu.edu/jete/vol5/iss1/5
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education and Teaching Commons, Organizational Behavior and Theory Commons, Scholarship of Teaching and Learning Commons
