Designing a Motivational Syllabus – next cohort starts Aug 4th!

CONTACT

About ICT

Our Mission

To empower higher education professionals to use high-impact, evidence-based teaching methods through facilitated, supportive, and collegial professional development experiences.

Our Vision

To improve student learning and engagement by inspiring and supporting college educators in the development and use of intentional teaching practices.

LEARN MORE

Core Values/Special Sauce Asset 10

The work of ICT is embedded in the values of: 

Learning

We take an evidence-based approach to everything we do, grounded in ongoing curiosity and continual improvement.

Quality

We pride ourselves in providing quality products and services, based on initiative, feedback, and continual improvement.

Expertise

Our work is grounded in decades of evidence-based theories and practices, curated by expert scholars.

Support

Our role is to enhance and nurture the practices of college educators using an empathetic and encouraging approach.

Trust

Our empathetic approach, accountability for our actions, and focus on quality aims to build trust in all our relationships.

Happiness

We aim to build strong relationships and allow our work to provide a sense of joy and optimism.

Over 90% of participants Asset 10 in our facilitated courses receive a certificate of completion and develop customized strategies to use with their students.

Our courses are carefully designed to include: 

Evidence-based Approach

Based on the expertise of best-selling authors in the field, you will learn their tested strategies first hand.

Tangible Outcomes

Our courses go beyond just learning about ideas and concepts to actually walking you through the design and implementation of evidence-based teaching approaches.

Immediate Application

Through structured steps and activities, you leave each course with practical plans, lessons, and approaches ready to use with your students in your courses.

Equity-minded Focus

All of our courses aim to position teaching practices through a diversity and inclusion lens, striving for equitable learning outcomes.

Step by Step Guidance

In our facilitated courses, Participants receive expert guidance through an established, step-by-step process.

Flexible Formats

Courses are offered in a fully online format and participants can choose from facilitated or self-paced options.

MEET THE AUTHORS

Past Participant Testimonials

“I’m constantly begging for more time to get things done. However, as I progressed through these activities, I realized that working on a big dream was making me more productive… I instantly had ideas to add to my lesson plans and began to look forward to teaching the course again so that I could make my first day even more impactful.”

– Molly Collins, English Instructor, Tri-County Technical College

“I am absolutely loving this process! I love how clear, organized and strategic it is. Not in a way that constricts the process, but in a way that provides a framework for greater creativity and dreaming. I feel like I’ve been given ‘permission’ to incorporate things into my course that matter a lot to me.”

– Brenda Keck, Assistant Professor The Townsend Institute, Concordia University Irvine

“I had not previously thought of my course in reference to a Big Dream…I realized I’m so focused on getting students to ‘do statistics’ that I leave no time for them to process what they’re doing or why they’re doing it. I guess at the moment I just assume it will happen. I’m also convinced it does not happen. So, I was glad to face this challenge head-on, as it has really opened a whole new direction for my course to go.”

– Mark Earley, Assistant Professor of Mathematics, Columbus State Community College

“The biggest impact of using Integrated Course Design is that it has provided me with a ‘toolkit’ to use when engaging in the course design and planning process. Taking a structured course like this that uses a systematic framework has been extremely useful and something that will allow me to be more critical and thoughtful when creating learning activities and assessments. I think my teaching will benefit as it will help me to view the bigger picture and greater purpose for the courses I am teaching.”

– Gianina Gaitana, Professor of Nursing
Georgian College

“My work in this course challenged my beliefs and values about my teaching in several ways, a big one is my belief that I had developed an effective balance of activities, assignments, and assessments. This process forced me to look at each of these more closely and reflect on how they were incorporated into my class in ways that create and nurture a high impact, significant learning environment and experience for my students.”

– David Parker, Assistant Professor & Director of Graduate Programs Division of Accounting and Finance, Graham School of Management Saint Xavier University

“Revisiting the Taxonomy of Significant Learning has been very useful. I have thoroughly enjoyed the lessons as they are well organized and I really like being able to go back and forth between instructional content and application/assessment activities. I am amazed at how the ‘thinking big’ step transformed my course. The assessments are very different from those I previously used and the exercise has really focused my thinking around learning activities. I’m excited to actually teach this course again and try some of these ideas out!”

– Dana Dawson, Associate Director of Teaching and Learning, Temple University

“I shared my Big Dream with my class last Thursday and they applauded. Yes, applauded… I really wasn’t expecting that. It was a moment of solidarity and I realized that this is not just my dream, but also their dream. And when the instructor and the students share the same dream, the stage is set for real significant learning.”

– Ted Stokes, Department Head, Engineering Technology, Tri-County Technical College

Participating Institutions Asset 10

Abdullah Gul University
American University of Technology Lebanon
Arizona State University
Avicenna University in Afghanistan
Bellarmine University
Berea College
Birla Institute of Technology & Science, Pilani
Boise State University
Bridgewater State University
Brown University
California Community Colleges Chancellor’s Office
California State Polytechnic University, Pomona
Chamberlain University
Colorado State University, Pueblo
Columbus State Community College
Concordia University Irvine
CSU Stanislaus
Dartmouth college
Delgado Community College
Delta State University
Dominican University of California
Essex County College
Estrella Mountain Community College
Florida State University
Furman University
Gateway Community College
Georgian College
Grand Vally State University
Hampton University
Harvard University
Hudson County Community College
Indiana University

 

Instituto Politécnico de Setúbal
Ithaca College
Kentucky State University
Le Moyne College
Lee University
Liberty University
Lincoln University
Madisonville Community College
Manhattanville University
Marian University
Marywood University
Melbourne Dental School
Michigan Technological University
Middlesex College
Minneapolis Comm. & Tech. College
Minnesota State University, Mankato
Mohave Community College
Nashoba Valley Technical High School
New College of Florida
New Jersey City University
Oregon State University
Penn State Dickinson School of Law
Portland Community College
Rochester Community and Technical College
Roosevelt University
Rose-Hulman Institute of Technology
Rutgers University – Newark
Rutgers University- Camden
Saint Xavier University
Sam Houston State University
Savannah State University
Shanghai University of Traditional Chinese Medicine
Shenandoah University

 

Singapore University of Social Sciences
Southern Utah University
Springfield College
Stanford University
Syracuse University
Temple University
Texas Southmost College
Texas State University
The Aga Khan University
The Australian National University
The College of Westchester
The Ohio State University
Tri-County Technical College
Tufts University
UCLA Center for Education Innovation
UNC Charlotte
Union College
United States Air Force Academy
University of Arkansas for Medical Sciences
University of Arkansas-Fayetteville
University of Colorado Boulder
University of Denver
University of Detroit Mercy
University of Massachusetts Amherst
University of Richmond
University of Rochester
University of San Francisco
University of Tennessee Knoxville
University of Toledo
University of Vermont
Uniwersyrtet WSB Merito Opole
Villanova University
West Virginia University
Wyzsza Szkola Bankowa w Poznaniu
Yeshiva University