Winding up for improved learning in a doctoral research core course: Integrating a spiral approach with scaffolding

Winding up for improved learning in a doctoral research core course: Integrating a spiral approach with scaffolding

Yuerong Sweetland, Franklin University
Niccole Hyatt, Franklin University
Constance Wanstreet, Franklin University
Xiaopeng Ni, Franklin University

Description

In a spiral curriculum based on cognitive theory by Jerome Bruner (1960), learners have multiple opportunities to revisit a concept or theme throughout an academic term, accompanied each time with increasing levels of complexity (Johnston, 2012). The spiral curriculum has been shown to produce positive outcomes for student learning, especially when combined with other learning approaches and for subject areas on skill development (Johnston, 2012). This proposal will illustrate how a spiral curriculum, enhanced with multiple scaffolding strategies, help students learn and succeed in a doctoral research core course: MTHD 805 (formerly known as GRAD 805).