Amy M Grincewicz, Ph.D.

Biography

Dr. Amy Grincewicz is the Director of Instructional Design for the Ambassador Crawford College of Business and Entrepreneurship at ��. 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

Expertise

online teaching
online pedagogy
Instructional Design
eLearning
Distance Education
Brain Based Learning

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.

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