Sarah Hoyt
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Mail code: 9020Campus: Dtphx
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As an instructional designer within the Academic Success Hub in the College of Health Solutions, Sarah works with faculty to design courses that foster student success. Additionally, Sarah creates and leads professional development opportunities for faculty looking to improve their craft or learn a new education technology tool. She specializes in pedagogical best practices and also works with faculty, staff, and administration on program alignment initiatives.
Sarah's primary passion is incorporating evidence-based best practices into curriculum and design as a way to provide equitable and rigorous learning opportunities to today's diverse learners. She is continuously searching for new tools and strategies that will help instructors and students have the most positive and successful learning experience that they can. Sarah spent the better part of the last two decades mentoring, teaching, and designing curriculum for the secondary school systems, specifically working with students from underserved populations. Her graduate degrees from Grand Canyon University in Education Administration and Curriculum and Instruction have allowed her the opportunity to build courses using sound principles in pedagogy and positive collaborative relationships.
BS English, Southern Illinois University, Carbondale
MEd Curriculum and Instruction, Grand Canyon University
MEd Education Administration, Grand Canyon University
Hoyt, S., Ross, L., Judson, E., Krause, S., & Mayled, L. (2020). Analyzing student achievement to measure the effectiveness of professional development for active learning strategies in the engineering classroom. Journal of Higher Education Theory & Practice, 20(11), 123–136. https://doi.org/10.33423/jhetp.v20i11.3769
Hoyt, S., Theodore, D., Alford, T. (2020). Building engagement and creating a learning community in online engineering courses using active learning instructional practices and Edtech tools. International Journal on Innovations in Online Education. DOI: 10.1615/IntJInnovOnlineEdu.2020032594
Mayled, L. H., Ross, L., Collofello, J., Krause, S. J., Hjelmstad, K. D., Sebold, B. J., Hoyt, S. (2019, June). Coaching and Feedback in a Faculty Professional Development Program that Integrates the Entrepreneurial Mindset and Pedagogical Best Practices into Capstone Design Courses. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), Tampa, FL.
Hoyt, S., Mayled, L., Krause, S., Hjelmstad, K.D., Hjelmstad, K. A., Honeycutt, C., Judson, E., Ross, L., Middleton, J., Culbertson, R., Liu, K. (June, 2020). Extending Faculty Development through a Sustainable Community of Practice. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), online.
Hoyt, S., Mayled, L., Judson, E., Krause, S., Hjelmstad, K. A., Hjelmstad, K. D., Ross, L., Culbertson, R., Middleton, J., Honeycutt, C., Lui, K. (June, 2020). Analyzing Student Achievement to Measure the Effectiveness of Active Learning Strategies in the Engineering Classroom. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), online.
Ross, L., Krause, S., Hjelmstad, K. D., Judson, E., Mayled, L., Culbertson, R., Hjelmstad, K. A., Hoyt, S., Glassmeyer, K. (June, 2020). Review and Assessment of an Evidence-Based Professional Development Program to Promote Active-Learning Pedagogical Practices in the Classroom. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), online.
Krause, S., Hoyt, S. (June, 2020). Enhancing Instruction by Uncovering Instructor Blind Spots from Muddiest Point Reflections in Introductory Materials Classes. Paper presented at the annual meeting of the American Society for Engineering Education (ASEE), online.
Member, National Center for Faculty Development and Diversity
Member, DII@FSE Task Force
Member, AAC&U
Member, ITAC