InSight: A Journal of Scholarly Teaching

InSight: A Journal of Scholarly Teaching InSight is a scholarly publication designed to highlight the work of postsecondary faculty. It is a

InSight: A Journal of Scholarly Teaching is a scholarly publication designed to highlight the work of postsecondary faculty. It is a refereed scholarly journal published annually by the Center for Excellence in Teaching and Learning (CETL) at Park University. InSight emphasizes the enhancement of post-secondary education through the professional exchange of scholarly approaches and perspectives ap

plicable to the enrichment of teaching and learning. Relevant to this mission, articles are geared toward post-secondary faculty and administrators; included in this audience are full-time and adjunct faculty; face-to-face, hybrid and online faculty; tenure and non-tenure track instructors; trainers in corporate, military, and professional fields; adult educators; researchers; and other specialists in education, training, and communications. Recognizing the cross-disciplinary readership of InSight, articles present material generalizable enough to have relevance to post-secondary instructors from a range of disciplines.

✍ Featured Scholar: Skylar Davidson, PhD, Chattanooga State Community College📚 InSight Publication: Whole-Class and Smal...
08/03/2026

✍ Featured Scholar: Skylar Davidson, PhD, Chattanooga State Community College
📚 InSight Publication: Whole-Class and Small-Group Speaking Skills: How Does Total Class Size Matter? (2026)

https://doi.org/10.46504/21202601da



Dr. Skylar Davidson has a PhD in sociology from the University of Massachusetts Amherst, and is currently Associate Professor of Sociology at Chattanooga State Community College and editor of the Journal of Student Success and Retention. Dr. Davidson's primary research interests include future-oriented education and active learning class activities.

Article Summary
Developing speaking skills is essential for students in an era of rapid social and technological change. This study explores how total class size influences students' experiences speaking in class, both in student presentations to the whole class and in small-group interactions.

Dr. Davidson’s most surprising finding with this project
My study compared small and large classes to explore students' experiences participating in small groups of about half a dozen people. I was surprised to find that total class size affects students' outcomes not only during student presentations to the whole class but also during students' small group interactions, when the small groups were the same size in both the small and the large class conditions.

✍Featured Scholar: Ryan L. Wagner, PhD, Park University📚InSight Publication: The Modern Museum: A Supplemental Instructi...
07/24/2026

✍Featured Scholar: Ryan L. Wagner, PhD, Park University
📚InSight Publication: The Modern Museum: A Supplemental Instructional, Curriculum, and Developmental Tool (2026)

https://doi.org/10.46504/21202603wa



Dr. Wagner is an Adjunct Professor of History at Park University (Parkville, Missouri) and an Analyst with the U.S. Department of Homeland Security. A retired U.S. Air Force intelligence officer, his scholarship focuses on intelligence networks during the American Revolution and Early Republic, maritime history, and public history. He earned his undergraduate degree from Park University, his Master’s from Buffalo State University, and his PhD in History from Liberty University. He has worked with the National Archives, the Maine Maritime Museum, Plimoth Patuxet Museum, and the Museum of the Waxhaws.

Article summary
This article examines how higher education faculty can better utilize museums as a practical extension to their classrooms. Themes that are explored include in-person vs. virtual strategies, student engagement, assessment, and experiential learning across different disciplines.

Dr. Wagner’s motivation as an educator:
I haven’t always been passionate about learning; it came later in life! However, the smartest, most well rounded people I have ever met in higher education, museum work, or military and federal service have all been educators at one point in their lives. Their passion has been contagious and their impact far reaching.

✍Featured Scholar: Robert Spencer, EdD, MBA, MS📚InSight Publication: From Battlefield to Blackboard: Applying Military T...
07/24/2026

✍Featured Scholar: Robert Spencer, EdD, MBA, MS
📚InSight Publication: From Battlefield to Blackboard: Applying Military Training Principles to Improve Teaching and Faculty Development (2026)

https://doi.org/10.46504/21202602sp



Dr. Spencer is an independent scholar, educator, and U.S. Navy and Tennessee Army National Guard veteran. His research focuses on adult learning, veteran transitions, faculty development, educational leadership, and organizational effectiveness, with an emphasis on translating research into practical strategies that improve teaching and student success.

Article Summary
The article explores how evidence-based principles commonly used in military training—such as experiential learning, structured feedback, teamwork, and after-action reviews—can strengthen teaching and faculty development in higher education. The article demonstrates how these practices can improve student engagement, learning outcomes, and professional growth across academic disciplines.

Dr. Spencer’s Teaching Takeaway
I hope readers recognize that many of the most effective teaching strategies are already found in high-performing organizations outside higher education. By intentionally incorporating structured reflection, experiential learning, and timely feedback into their courses, faculty can create more engaging learning environments that better prepare students for success

✍ Featured Scholar: Megan Reis, OTR/L, Maryville University 📚 InSight Publications: Active Learning Experiences to Addre...
09/08/2025

✍ Featured Scholar: Megan Reis, OTR/L, Maryville University
📚 InSight Publications: Active Learning Experiences to Address Student Well-Being (2025)
https://doi.org/10.46504/20202507la



Megan Reis is a graduate of Maryville University in St. Louis, Missouri, where she earned her Master of Occupational Therapy. She currently practices in an adult outpatient setting, which specializes in neurological and complex medical conditions. Megan is committed to making a meaningful impact in the lives of her patients and is dedicated to continuous learning within the field of occupational therapy.

✍ Featured Scholar: Camri Pratt, OTR/L, Maryville University 📚 InSight Publications: Active Learning Experiences to Addr...
09/02/2025

✍ Featured Scholar: Camri Pratt, OTR/L, Maryville University
📚 InSight Publications: Active Learning Experiences to Address Student Well-Being (2025)
https://doi.org/10.46504/20202507la



Camri is a December 2024 graduate from Maryville University in St. Louis, MO, earning a Master of Occupational Therapy degree. She currently works in an outpatient orthopedic setting, where she applies her passion for helping adults regain independence and function. Her clinical interests include orthopedics and neurology within adult populations.

✍ Featured Scholar: Laura Landon, OTD, OTR/L, Maryville University 📚 InSight Publications: Active Learning Experiences t...
08/25/2025

✍ Featured Scholar: Laura Landon, OTD, OTR/L, Maryville University
📚 InSight Publications: Active Learning Experiences to Address Student Well-Being (2025)
https://doi.org/10.46504/20202507la



Dr. Laura Landon is an Assistant Professor of Occupational Therapy at Maryville University in St. Louis, Missouri. Laura earned her occupational therapy doctorate degree from Washington University School of Medicine. Currently, within her educator role, she teaches graduate-level OT students within the courses of Anatomy, Biomechanics, Neuroscience, and Cognitive Evaluation and Intervention. Laura’s scholarship of teaching and learning interests include innovation in teaching practices, addressing challenges in higher education, and integrating technology in educational spaces.

📚 Featured Article: Active Learning Experiences to Address Student Well-Being (2025)Laura E. Landon, OTD, OTR/L, Camri P...
08/18/2025

📚 Featured Article: Active Learning Experiences to Address Student Well-Being (2025)
Laura E. Landon, OTD, OTR/L, Camri Pratt, OTR/L, and Megan Reis, OTR/L, Maryville University
https://doi.org/10.46504/20202507la



Active and experiential learning activities can make a meaningful difference in student well-being, especially in the areas of sleep, nutrition, and physical exercise. This article presents a pilot study showing that graduate students who participated in goal-setting and lived experience assignments reported less stress and improved mental, emotional, and physical health. The results highlight active learning as a powerful strategy for supporting holistic wellness in higher education.

📸 Photo by Emma Simpson on Unsplash

📚 Featured Article: Empowering Undergraduate College Students through Behavior Modification: Perceptions, Self-Esteem, a...
06/09/2025

📚 Featured Article: Empowering Undergraduate College Students through Behavior Modification: Perceptions, Self-Esteem, and Self-Efficacy in Promoting Positive Health Behavior Changes (2025)
Laura Terry, PhD, and Magen Branham, PhD, Grand Canyon University
https://doi.org/10.46504/20202505te



This study examines the influence of behavior modification interventions on the self-efficacy and self-esteem of undergraduate college students during their transition to higher education. Participants engage in a behavior modification assignment, and their experiences are assessed through pre- and post-surveys and reflective inquiry responses. Through a mixed-methods approach, the research sheds light on how behavior modification strategies empower students to adopt physical and mental health habits, with the potential to enhance their psychological well-being and academic success. This study contributes to a deeper understanding of effective interventions to promote undergraduate well-being within educational contexts.

📸 Photo by Count Chris on Unsplash

📚 Featured Article: New Superheroes/Villain Characters for Teaching Engineering Materials Selection (2023)Suk Meng Goh, ...
06/03/2025

📚 Featured Article: New Superheroes/Villain Characters for Teaching Engineering Materials Selection (2023)
Suk Meng Goh, PhD, Singapore Institute of Technology
https://doi.org/10.46504/18202307go



Superhero themes have been increasingly used in the teaching of a range of topics including business, humanities and science in recent years. Typically, characters from existing popular media are adopted for the teaching activities. On the other hand, customised characters that are developed from scratch allow the educator to have more control of the characters’ features so that the learning objectives can be achieved more effectively. In this work, new fictitious characters have been created as cases for students to perform their engineering materials selection assignment. The motivation for using the superhero theme was to increase the students’ excitement in the assignment. This paper shares the approach taken and the teaching experience after running the superhero theme with two cohorts of students.

📸 Photo by Craig McLachlan on Unsplash

✍ Featured Scholar: Brant Winn, PhD, Park University 📚 InSight Publications: Mindfulness and Gratitude: Does It Real...
05/05/2025

✍ Featured Scholar: Brant Winn, PhD, Park University
📚 InSight Publications: Mindfulness and Gratitude: Does It Really Make a Difference for College Students? (2022)
https://doi.org/10.46504/17202207wi



Dr. Brant Winn has worked in education for 31 years as a teacher and administrator, both in public and private K-12 schools and higher education. In his various roles at Park University, Brant pours himself into his work with students while teaching face-to-face, blended, and online courses focusing on the topics of trauma-informed, mindfulness, resilience, and student engagement. Brant also provides faculty development for full/part time faculty, mentoring them in the development of new teaching and learning strategies that respond to the increasingly complex needs of students and adults.

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