Cornell University Center for Teaching Excellence. (2017, May 4). Universal design. Retrieved from https://www.cte.cornell.edu/teaching-ideas/designing-your-course/universal-design.html

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resources development (7^th ed.). Burlington, MA: Elsevier.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Lang, J. M. (2013). Cheating lessons: Learning from academic dishonesty. Cambridge, MA: Harvard University Press.
Marzano, R. J. (2017). Tips from Dr. Marzano. Retrieved from https://www.marzanoresearch.com/resources/tips/hec_tips_archive#tip24

Sasikumar, N., Parimala Fathima, M., & Mohan, S. (2016). Effect of neurocognitive intervention strategies on enhancing teaching competency among graduate teacher trainees. American Journal of Educational Research, 4(11), 785-791. doi:10.12691/education-4-11-2 

Formative assessment will be conducted through the course to monitor student learning and provide feedback for improving their performance. There will be a quiz in weeks 1-7; students will have multiple changes to complete these quizzes to build on their knowledge. Other assignments align with objectives. Sample Quiz

Summative assessment will be conducted at the end of the course through a comprehensive test in week 8, along with a cumulative individual and team assignment: Qualitative Feedback Exercise

According to Marzano (2017), self-efficacy is an important factor in student engagement.  Students must feel good, be interested in the material, consider it important, and believe that they can learn and use it effectively. In addition to the items above, stories with examples of people who succeeded may assist in this effort.  They will also provide the basis for scaffolding, as they create interest and engagement, assist with comprehension, and support remembering and application of learning. 
Lang (2013) suggests two strategies for increasing self-efficacy: student metacognition and faculty communication. Student metacognition can be improved through formative assessment, which is present throughout this course in the form of quizzes, which will provide students with a sense of their knowledge mastery. Threaded discussions will proved additional formative assessment in online and blended classes. Faculty communication will convey the instructor's enthusiasm for the class, expectations of students, and their ability to meet the challenges presented. Questions will be answered immediately (if in class or on the telephone) or within 24 hours (for online requests).

According to Kolb (1984), “Learning is the process whereby knowledge is created through the transformation of experience” (p. 38). His learning cycle explains that people progress through four stages when absorbing information:

In this class, students will observe team meetings, participate in team activities, conduct research, and make recommendations for teams in the workplace based on these experiences.

Universal design principles will be incorporated to reflect the requirements and capabilities of all students, make the course material accessible, and prevent any unwarranted obstacles to their learning.  These will include:

Adult learners have some unique learning characteristics. Among other things, they want to:

To address these characteristics and increase engagement and memory, the instructor will: