In response to the fourth question about how the faculty
developed activities to anchor course concepts, a pattern of
responses revealed faculty’s conceptions of the importance
of carefully identifying key course concepts in their disciplines
that might increase the likelihood of deeper learning
for students. Faculty shared strategies that they used to identify
concepts from their various disciplines that were influenced
by course goals and objectives. Course concepts were
identified following the 4MAT model and presented to students
through the use of combinations of tactile, visual, and
kinesthetic activities. There was agreement that this aspect
of 4MAT forced faculty to think more deeply about their
course content. One professor mentioned that identifying the
key concepts for learning using 4MAT helped her be less
abstract in her teaching and seemed to calm her students’
anxiety about what would be covered on the test.