Revamped teaching method captures attention of students

How I-MAC 2.0 turns leadership theory into interactive, high-impact learning.

Transforming complicated leadership jargon into simple wording is no easy task.

But it takes almost no time for ASU professor Christopher Neck to command a room.

Hundreds of hands went up after Neck asked students about influential leaders in their lives during the semester's first in-person class.

"Students mention(ed) coaches, managers, parents, military officers, and team captains," Neck says. "Patterns emerged in real time. Words like trust, accountability, caring, and clarity are shared to answer the 'why.' Only then do I step in and say, 'You have already defined leadership better than most textbooks. Now let's figure out why.'

In that moment, leadership concepts became easily recognizable‚ — not an abstract notion, according to Neck.

Introducing I-MAC 2.0

Neck and Todd Edwards, a University of San Diego professor, helped develop a revamped teaching method to capture students' attention.

The teaching method — called I-MAC 2.0 — is short for introduction, mini-lecture, application, and conclusion. The concept was remade for today's students who face higher stress and crave meaningful connections in the modern social media era.

Teaching in the age of distraction

"(Today's) student experience has changed dramatically," Neck says. "Twenty-five years ago, students mostly showed up with notebooks, pens, and maybe a textbook. Today, they arrive with laptops, phones, tablets, constant internet access, and a steady stream of notifications competing for their attention."

But the bigger shift is in the student mindset, Neck says.

"Students are used to interaction, customization, and immediacy. In my large leadership classes with over 300 students, I cannot rely on standing at the podium and talking about leadership theories for 75 minutes."

In 2000, Neck and Edwards developed the original I-MAC theory — an approach that has evolved through reflection, experimentation, and adjustment, Neck says.

"Attention spans are shorter, or at least more fragmented," Neck says. "In a leadership class, if I start by immediately defining leadership from a textbook, I lose them. But if I begin with a short story about a student leader, a coach, or a crisis moment where leadership mattered, I have their attention."

Adoption across campuses

Edwards — a family development professor — says using the I-MAC model helps him in teaching his students. The model helps activate students' emotions — "not just" their intellect, he says.

"I think it's essential because we all need a structure or routine that students can follow," Edwards says. "The most recent version of I-MAC integrates technology and strategies for students with learning challenges — so it was in need of an update."

Tanya Pinkerton, a clinical associate professor in the Division for Advancing Teacher Preparation at the Mary Lou Fulton College for Teaching and Learning Innovation, says teacher preparation is essential.

"Being prepared is important," says Pinkerton, division strategist for global education and learning initiatives. "I also believe students appreciate predictability like Dr. Neck's I-MAC system. Students are at ease when they know the class will follow a predictable routine — that allows the content and the stories to really stand out."

Instructors need to be aware that students learn differently, she says. "I think it is vital for teachers to embrace the concept of learner variability. Learners of all ages come to our classrooms with a wide range of knowledge, skills, experiences, and interests. So, instead of planning for the average student, we should be considering the range of students and offering choices in class that support students where they are."

I-MAC 2.0 extends beyond Arizona's borders.

Jeffery Houghton, a professor of management at West Virginia University, says he uses the model in his classroom.

As you might imagine, engaging 300 students in a large lecture is challenging," Houghton says. "I use the I-MAC model in virtually every class session to capture my students' attention, deliver important content, and make applications work. This class is consistently one of my highest-rated classes, and I have won and been nominated for many teaching awards. The I-MAC model is the secret sauce responsible for much of my teaching effectiveness."

A model passed to the next generation

Neck's son, Bryton, is another professor who puts I-MAC 2.0 to work. He is an assistant professor of management at the University of Nebraska at Kearney.

The I-MAC model was a natural fit for engaging his students, Bryton says.

"The IMAC model resonated with me because it aligned closely with my instincts as an instructor — especially the importance of ensuring engagement, relevance, and structure in every class."

It doesn't hurt that his dad is only a phone call away, too.

"Frankly, it's awesome to have him as a resource," Bryton says. "It's nice knowing that if I run into a teaching challenge, I can always pick up the phone or send a quick message to someone who has decades of experience in the classroom. That kind of access is a real privilege. It provides a great launching pad for the trial-and-error process in my class. It definitely accelerates the learning process and lets me at least avoid making the same mistakes he did."

Modern students can see that the I-MAC model goes beyond a textbook definition, according to Neck.

"Students can Google leadership definitions in seconds," Neck says. "What they want from instructors is interpretation, relevance, and meaning. In a large leadership class, students expect the instructor to help them understand why leadership matters in their lives, their teams, and their future careers. When instructors evolve and design experiences rather than just deliver content, students retain more and care more."