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What Job Design Can Teach Us About Course Design

Faculty Focus

As with all course design choices, these ideas are not required for success; you are welcome to choose what feels authentic to your style. Remind students to regularly access their grades and to review their feedback. One hundred years of work design research: Looking back and looking forward.

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What Job Design Can Teach Us About Course Design

Faculty Focus

As with all course design choices, these ideas are not required for success; you are welcome to choose what feels authentic to your style. Remind students to regularly access their grades and to review their feedback. One hundred years of work design research: Looking back and looking forward.

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Fostering Upward Mobility through Low-Cost Certification: A Practical Guide for Higher Education

Faculty Focus

The development of programs that not only meet the needs of working people but also guarantee their upward mobility through accessible, affordable routes is essential in the effort to improve the quality of education and assist different learners. “Educational Accessibility and Upward Mobility.” 5 (2021): 658-674.

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Fostering Upward Mobility through Low-Cost Certification: A Practical Guide for Higher Education

Faculty Focus

The development of programs that not only meet the needs of working people but also guarantee their upward mobility through accessible, affordable routes is essential in the effort to improve the quality of education and assist different learners. “Educational Accessibility and Upward Mobility.” 5 (2021): 658-674.

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How an Experimental Online Course Helped One Anthropology Department Keep a Professor and a Half

Edsurge

Plus, it sounded a lot like a MOOC (short for “massive open online courses”)—free courses designed for thousands of students that were all the rage a few years ago, but which today are seen as having fallen far short of the hype. He also used some of the money to send his teaching assistants to cities around the globe.

Textbooks 162
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Integrating Active Learning in Large STEM Lectures

Scholarly Teacher

This piece will suggest a few simple ideas that teachers of introductory STEM classes may implement in their course design to turn their lectures into active learning experiences for a large student body, without needing to completely revisit and change their whole teaching style. Buil et al., How long should they last?

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Fostering Teamwork: Implementing Collaborative Assignments as High-Impact Practice

Faculty Focus

Instructors are encouraged to take small steps to start building HIPs in their curriculums, and there are some HIPs which are easy to incorporate into an existing course. One of the most accessible practices on this list might be collaborative assignments and projects.