Designing Human-Centered Asynchronous Learning: Multimedia, Professional Practice, and Student Connection at a Distance
In-Person
Abstract
Designing engaging asynchronous courses presents a unique challenge, particularly in applied, licensure‑required programs where relational skills, professional judgment, and practice readiness are essential. This presentation shares the instructional design and multimedia strategies used to develop an asynchronous school social work elective that is required for licensure in the state of Utah.
Participants will learn how studio‑recorded lectures, practitioner interviews, role‑play demonstrations, and applied video content were intentionally integrated to create a human‑centered online learning experience. The course design emphasizes presence, clarity, and relevance, helping students feel connected to the instructor, the profession, and real‑world practice—despite the absence of live instruction.
The session will highlight practical decisions related to video production, asynchronous engagement strategies, and course structure, including how professional interviews and demonstrations can deepen learning, bridge theory to practice, and maintain student motivation. Attendees will leave with concrete ideas for incorporating multimedia, storytelling, and practitioner voice into their own asynchronous or hybrid courses, particularly in disciplines that rely heavily on applied skills and professional identity development.
This presentation is relevant for faculty across disciplines who are seeking to enhance the quality, engagement, and instructional effectiveness of asynchronous courses while maintaining academic rigor and human connection.
Presenters
Tami Curtis
Clinical Assistant Professor
Tami Curtis, MSW, LCSW is an Assistant Clinical Professor of Social Work and Agency Field Instructor at Utah State University. She teaches school social work courses in the MSW program and supervises practicum students placed in Logan City School District. Prior to joining USU, she served as Wellness Coordinator in Washington County School District, where she led prevention and mental health initiatives across K–12 settings.
Tami brings a systems‑oriented, person‑in‑environment perspective to both teaching and instructional design. Her professional background includes crisis work in emergency departments, inpatient and outpatient behavioral health, residential treatment, and school‑based mental health services. She is nationally recognized for her work in trauma‑sensitive schools and multi‑tiered systems of support and has partnered with healthcare organizations to develop and implement Tier 1 wellness interventions for students and educators. In her teaching, she fosters the human connection through relationship building and engagement through leveraging multimedia, professional interviews, and applied demonstrations to create engaging asynchronous learning experiences that bridge theory and practice.