Creative pedagogy : a qualitative study of immersive learning at the Center for Information and Communication Sciences (CICS)

摘要

The Center for Information and Communication Sciences graduate programcommenced at Ball State University in 1986 with a specific focus to train graduatestudents to be leaders in the Information and Communication Technology (ICT) industry.The Center is the manifestation of a vision birthed out of creativity and resourcefulness.This study examined the creative pedagogy approach at CICS based on instruction, sociallearning culture, professional development, academic achievements, and collaborativeinteraction among students, faculty, alumni, and colleagues in ICT industries. Thedistinctiveness of this graduate program that combined in-class and out-of-class learningexperiences was the focus of this study.This study employed a qualitative method, specifically a descriptive case studydesign with the intent to understand and explain the academic, social, and culturalphenomena of the graduate program at CICS. The central research questions of this studyfocused on the impact of the teaching, learning, social and leadership outcomes of the ivprogram. The data collection methods used for this inquiry were semi-structuredinterviews in combination with evidence from archival document data. The twelveparticipants were selected through purposive sampling and snowball samplingtechniques.The data analysis consisted of open coding techniques that produced eight themes.The findings were organized in relation to the study’s three central research questions andindicated that the educational, technical, and social learning experiences of the mastersprogram at CICS impacted the current students and alumni in a variety of ways. All theparticipants considered the program intense and comprehensive. They also agreed that theprogram was built around professional development. The existence of elements such as,the Student Social Learning Program (SSLP), teamwork, group projects, close-knitalumni community, well qualified faculty members, enrollment diversity, and studentcenteredimmersive learning made CICS distinct from other programs.The educational philosophy used in the program was described as effective,deliberate, consistent, clear-cut, invasive, multidisciplinary, integrated, and a culture ofsuccess. Key recommendations for further studies include study on the feasibility ofreplicating the success of CICS by adopting their pedagogical philosophies and practicesand a comparative study of similar programs.