Amy Grincewicz
Graduate Programs Office
Director of Instructional Design
Campus:
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Biography
Dr. Amy Grincewicz is the Director of Instructional Design for the Ambassador Crawford College of Business and Entrepreneurship at Â鶹ӰԺ. She received her Ph.D. in Instructional Design for Online Learning from Capella University. Her dissertation focused on instructional design strategies to promote deep learning within accelerated online courses across various disciplines and much of her current research focuses on improving online teaching and learning. In addition, she is an experienced face-to-face and online instructor with over 15 years of teaching experience.
Quality Matters Certifications
- QM-Certified Higher Education Peer Reviewer
- QM-Certified Higher Education Master Reviewer
- QM-Certified K-12 Course Reviewer
- QM-Certified Course Review Manager
- QM-Certified Designing Your Online Course Face-2-Face Facilitator
- QM-Certified Improving Your Online Course Face-2-Face Facilitator
- QM-Certified Applying the QM Rubric Face-2-Face Facilitator
Education
Ph.D., Instructional Design for Online Learning, Capella University, 2017
M.S., Evolution, Ecology, and Organismal Biology, The Ohio State University, 2008
B.S., Biology and Mathematics, Heidelberg University, 2001
M.S., Evolution, Ecology, and Organismal Biology, The Ohio State University, 2008
B.S., Biology and Mathematics, Heidelberg University, 2001
Publications
- Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., & Tawfik, A.A. (2021). Intersections across disciplines: Interdisciplinarity and learning. Switzerland: Springer International Publishing.
- Hokanson, B., Clinton, G., Tawfik, A. A., Grincewicz, A., & Schmidt, M. (2020). Educational technology beyond content: A new focus for learning. Switzerland: Springer International Publishing.
- Grincewicz, A.M. (2018). An instructional designer’s story of designing gender and sexuality courses. In B. Hokanson, K. Kaminski, & G. Clinton (Eds.), Educational Technology and Narrative: Story and instructional design (pp.219-229). NY, NY: Springer.
- Simunich, B. & Grincewicz,A. M. (2018). Social presence and cultural identify: Exploring culturally responsive instructional design in the online environment. In K. L. Milheim (Ed.).
- Grincewicz, A. M. (2017). Instructional design strategies for deep learning in accelerated courses across discipline
- Grincewicz, A.M. (2015). Mastery learning within accelerated nursing learning environments. In B. Hokanson, G. Clinton, & M. Tracey (Eds.), The design of the learning experience (pp.167-180). New York, NY: Springer.
- Grincewicz, A. M. (2015). Designing quality blended courses. In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications(pp. 630-642). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-8246-7.ch034
- Grincewicz, A. (2012). Designing STEM Education Online Courses for Students with Special Learning Needs. In T. Bastiaens & G. Marks (Eds.)
- Grincewicz, A.M. & Simunich, B. (in press). Designing master courses that promote significant, engaged learning. In B. Hokanson, E. Exter, A.M. Grincewicz, M. Schmidt, & A. A. Tawfik (Eds.)
- Grincewicz, A.M., Zydney, J.M., Jones, P. & Hasselbring, T.S. (2011). The role of human-technology scaffolding in changing the dynamics of the classroom. Journal of Computers in Mathematics and Science Teaching.
- Zydney, J.M. & Grincewicz, A. M. (2011). The use of video cases in a multimedia learning environment for facilitating high school students’ inquiry into a problem from varying perspectives. Journal of Science Education and Technology.
- Zydney, J. M., Diehl, L., Grincewicz, A.M., & Jones, P. (2010). Empowering learners to choose the difficulty level of problems based on their learning needs. Journal of Systemics, Cybernetics, and Informatics.