The dominating teaching practices and instructional systems design (ISD) methodologies at Air Command and Staff College (ACSC), an intermediate developmental education (IDE) institution, emphasize memorizing static content, rehearsing procedures, and forcing new situations into existing models. Missed learning opportunities result from an education void of affective learning considerations, teaching for understanding, student buy-in, and authentic assessments needed to mimic real-world challenges. This paper explores the problem in an ACSC education, the importance of leveraging the affective domain, an approach to teaching for understanding, and a vision of outcomes for attending students who experience an education containing these learning elements.
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