Object Development Overview
The Challenge
Students in First Year Success courses expressed a need for more applicable, real-world content. In collaboration with the course coordinator, I was asked to design a flexible learning object focused on study skills that instructors could adapt across different lesson plans. Research in cognitive psychology shows that many students enter college relying on ineffective strategies such as rereading or highlighting, without understanding how learning and memory function. This project aimed to bridge that gap by translating evidence-based study strategies into practical, usable guidance for students.
The Design Approach
After reviewing Understanding How We Learn: A Visual Guide and related research on cognitive psychology and study strategies, I developed a ThingLink learning object that combines concise explanations with scenario-based application.
- Introduced key cognitive psychology concepts such as retrieval practice, spacing, and elaboration
- Interactive set up for students to learn about each of the strategies in a 3-step process
- Used realistic student scenarios to reinforce each concept and support application
Outcomes and Impact
This learning object was designed for use in a First Year Success course to support students in developing more effective, evidence-based study strategies. It provided instructors with a ready-to-use resource that translated abstract learning science concepts into practical application. The resource could be flexibly integrated into discussion boards, reflection assignments, or other course activities.
Learning Object
Reflection and Transferability
This project demonstrates my ability to design targeted learning interventions that translate research into practice. By combining cognitive psychology principles with scenario-based learning, the resource supports meaningful behavior change rather than surface-level awareness.
This approach can be applied to a wide range of contexts, including student success initiatives, faculty development, and onboarding experiences where learners need to apply concepts in real-world situations.
Relevant Testimonials
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Fulltime Faculty Michelle Zuppa Department Chair English & Humanities Associate Professor of English Composition, Western Wyoming Community College
As English faculty at Western Wyoming Community College, I’ve had the pleasure of working with Rhonda Gamble, Director of our Center for Teaching and Learning, for the past three years. In this time, Rhonda has impressed me with her knowledge, problem-solving abilities, and caring nature. Instructors could count on regular training sessions from Rhonda and her team on pertinent topics ranging from engagement, online presence, mapping learning outcomes, and coping with artificial intelligence. On this last topic, Rhonda offered resources as soon as it was clear that this topic was a major challenge, providing syllabus language to suit different instructor preferences, strategies for using AI detectors, and guidance for incorporating ethical AI use in the classroom and to make our own workloads more manageable. Rhonda is also helpful with one-on-one concerns. She and I have discussed discussion post strategies, different AI use assignments, handling issues with students, accommodations, and even strategies for norming and consistently applying rubric standards on writing assignments. Rhonda’s information is always research-based, collaborative, and up to date. She is also always kind, caring, and aware of faculty concerns. I recommend her very highly and know that she will make significant contributions to any organization she serves.
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Adjunct Faculty
Dr. Kami Danaei
Senior Assistant Dean, University of Wyoming
Adjunct Communications Faculty, Western Wyoming Community College
I had the opportunity to work with Rhonda Gamble during my time as an adjunct faculty member at Western Wyoming Community College, and she consistently impressed me with her professional, preparedness, and thoughtful, student-centered approach to teaching. Rhonda brings a strong grounding in evidence-based pedagogy and communicates complex ideas with clarity and purpose. It was clear in our interactions that she approaches teaching with intentionality and a deep understanding of instructional quality. She is an asset to any institutions, and I would highly recommend her to colleagues seeking a knowledgeable and collaborative educator.
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