Faculty Focus

APRIL 16, 2024

For optimal effectiveness, the pre-course purpose should be clearly defined with student learning outcomes that inform, excite, and prepare students for their upcoming course material. After the student learning outcomes have been defined, the creation of the pre-course does not have to be complex.

Exams 115

Exams Quizzes Students Course Design 115

Faculty Focus

APRIL 18, 2023

If I utilize Nearpod, Kahoot, a quiz, video, website, or exercise during the live session, I also include this in the session summary post for asynchronous learners to complete and for any student who did attend the session in-person to access later should they wish to review it again. Every educator has the same course design and materials.

Exams 111

Exams Course Design Assignments Learning 111

Faculty Focus

APRIL 18, 2023

If I utilize Nearpod, Kahoot, a quiz, video, website, or exercise during the live session, I also include this in the session summary post for asynchronous learners to complete and for any student who did attend the session in-person to access later should they wish to review it again. Every educator has the same course design and materials.

Exams 98

Exams Course Design Assignments Learning 98

Faculty Focus

JANUARY 12, 2025

” This means that instead of genuinely understanding the material, students may simply perform well on assessments because they have access to AI tools that help them produce correct answers without deeply learning the concepts.

Learning 107

Learning Evaluation Students Course Design 107

Faculty Focus

AUGUST 13, 2023

.” In the current learning environment, students with disabilities encounter significant challenges due to the lack of inclusivity and accessibility in the education system. Importantly, these strategies aim to address accessibility barriers for multiple types of disabilities, benefiting a broader range of learners.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

.” In the current learning environment, students with disabilities encounter significant challenges due to the lack of inclusivity and accessibility in the education system. Importantly, these strategies aim to address accessibility barriers for multiple types of disabilities, benefiting a broader range of learners.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

MAY 11, 2025

He said that students have had access to the information we teach prior to AI. What we can do as instructors is inspire them to learn the content, to ask their own questions, and to perhaps motivate their AI use to serve their own curiosity beyond the conversations in our classes. The empathetic course design perspective.

Instructors 114

Instructors Motivation Critical Thinking Students 114

Faculty Focus

APRIL 16, 2024

For optimal effectiveness, the pre-course purpose should be clearly defined with student learning outcomes that inform, excite, and prepare students for their upcoming course material. After the student learning outcomes have been defined, the creation of the pre-course does not have to be complex.

Exams 73

Exams Quizzes Students Course Design 73

Faculty Focus

JANUARY 12, 2025

” This means that instead of genuinely understanding the material, students may simply perform well on assessments because they have access to AI tools that help them produce correct answers without deeply learning the concepts.

Learning 101

Learning Evaluation Students Course Design 101

Edsurge

OCTOBER 24, 2019

Feeling squeezed, for-profit publishers are searching for new revenue by selling colleges digital homework systems that charge students up to $100 for a semester’s worth of access. It’s a big misnomer and irony that they call it ‘inclusive access,’ because it’s not; you have to pay for it.” Then the Great Recession hit. “A

Textbooks 119

Textbooks Instructors History Syllabus 119

Faculty Focus

NOVEMBER 29, 2022

The activation of these schemas draws related information into our memory and can either be increased or decreased in a variety of ways to make memories easier to access or less likely to be retrieved. The content of the questions is aligned to the learning outcomes and is linked to the subsequent assignments.

Knowledge 126

Knowledge Quizzes Students Learning 126

Edsurge

SEPTEMBER 11, 2018

Online education has been touted as a way to increase access to education. But it’s increasingly unclear if online learning is living up to its promise for students, even as digital learning makes its way into more institutions’ offerings. All of this is anchored in course design and online teaching, not one or the other.

Instructors 128

Instructors Distance Learning Students Online Learning 128

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. in the language of learning outcomes for the later stage modules of programs). It is a key element in the higher levels of cognitive taxonomy and is reflected as such for sector quality (e,g. 16/2/2022).

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. in the language of learning outcomes for the later stage modules of programs). It is a key element in the higher levels of cognitive taxonomy and is reflected as such for sector quality (e,g. 16/2/2022).

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

APRIL 23, 2023

It is a way educators can improve their skills and increase student outcomes. When faculty have access to continuous learning opportunities, they become more equipped to meet the needs of students. In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

APRIL 23, 2023

It is a way educators can improve their skills and increase student outcomes. When faculty have access to continuous learning opportunities, they become more equipped to meet the needs of students. In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning.

Evaluation 93

Evaluation Participation Knowledge Learning Styles 93

Faculty Focus

NOVEMBER 29, 2022

The activation of these schemas draws related information into our memory and can either be increased or decreased in a variety of ways to make memories easier to access or less likely to be retrieved. The content of the questions is aligned to the learning outcomes and is linked to the subsequent assignments.

Knowledge 98

Knowledge Quizzes Students Learning 98

Scholarly Teacher

NOVEMBER 20, 2024

access to resources, prior knowledge, literacy/language background, technology, etc.)? We learned that feedback related to linguistic implicit biases usually centered on: assumptions about relevant real-world contexts, misconceptions about knowledge and abilities, and rubric grading for grammar vs rhetorical intentions.

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

SEPTEMBER 27, 2022

Offer online courses. Online courses are associated with increased retention and graduation rates, they improve access to education for disadvantaged students. Offering digital courses improves student learning outcomes by helping students earn their degree faster (NECC, 2021).

Syllabus 52

Syllabus Study Learning Outcomes Curriculum 52

Faculty Focus

OCTOBER 9, 2022

During the 2020 global pandemic, Historically Black Universities and Colleges (HBCUs) were challenged with maintaining access to learning and student attendance. 2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

AUGUST 25, 2024

A great way for instructors to show students that they care about their learning and performance, and to help them actually learn and perform better, is to provide explicit recommendations about how to do well in their course. The empathetic course design perspective. Schiffer, A. A., & Renken, N. Saucier, D.

Syllabus 111

Syllabus Instructors Activities Assignments 111

Faculty Focus

AUGUST 25, 2024

A great way for instructors to show students that they care about their learning and performance, and to help them actually learn and perform better, is to provide explicit recommendations about how to do well in their course. The empathetic course design perspective. Schiffer, A. A., & Renken, N. Saucier, D.

Syllabus 98

Syllabus Instructors Activities Assignments 98