Faculty Focus

JUNE 2, 2024

Most of our grade was supposed to come from a single class project, but no assignment instructions were ever posted. But what about this assignment that was worth so much of our grade? Does everything work together to achieve the stated learning objectives of the course? He simply gave us all A’s.

Syllabus 106

Syllabus Course Design Learning Students 106

Edsurge

FEBRUARY 12, 2019

You enter and on the board is your first assignment: create something—a drawing, a model of a house, a sketch of a new product, a sculpture. And tells you your next assignment is to pick up the pieces (including yourself) and make something new. How might educators, with their domain expertise, become the designers of these changes?

Education 167

Education Schools Art History 167

Faculty Focus

MAY 7, 2024

With a commitment to ensuring educational excellence and student success, in 2020, UF CJC Online developed a comprehensive course design strategy to elevate its online courses, a mission mandated by the State University System of Florida’s 2025 Strategic Plan for Online Education.

Feedback 109

Feedback Course Design Instructors Education 109

Edsurge

SEPTEMBER 26, 2019

I spent the next four years in my assigned seat among the rows of desks, trying to listen to the teacher at the front of the room, completing homework assignments from textbooks, and preparing for tests by making countless flashcards. Twenty years ago, I was a freshman in high school.

Students 164

Students Attention Textbooks Assignments 164

Faculty Focus

JANUARY 21, 2024

Increasing student success requires tight alignment across course learning outcomes, assessments, and planned learning experiences, but why, after all the hours spent planning for student success, do large numbers of students still struggle in college? This type of intellectual rigor is desirable in course design.

Syllabus 132

Syllabus Exams Students Motivation 132

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. He helps his players achieve success as humans. than the question, “Are students learning in the best possible way?”

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

SEPTEMBER 19, 2023

In order to provide useful information to instructors and students about student achievement, it must be understood that student assessment is more than just a grade because it should link student performance to specific learning objectives. Providing student feedback on an assessment, or any assignment, provides extensive value.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. He helps his players achieve success as humans. than the question, “Are students learning in the best possible way?”

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

JANUARY 18, 2024

In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. You could also integrate videos or podcasts into your course materials, in addition to assigning readings. Encourage student participation.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

AUGUST 4, 2024

Example could be applied to a composition assignment. Example could be applied to a written assignment. Jeff is passionate about learning and improving the quality of online course design and instruction to benefit returning adult learners. References Bradbury, N. Advances in Physiology Education , 40 (4), 509–513.

Online Learning 111

Online Learning Learning Tools Instructors Learning 111

Edsurge

MARCH 29, 2017

They visually demonstrate how students will complete assignments and apply learning in the real world. However, you can think of a pedagogically rich online course like a balanced meal that should strive to provide at least a serving of each. “Demonstrate” videos illustrate how to do something in a step-by-step way.

Instructors 146

Instructors Education Lecturing Knowledge 146

Faculty Focus

SEPTEMBER 19, 2023

In order to provide useful information to instructors and students about student achievement, it must be understood that student assessment is more than just a grade because it should link student performance to specific learning objectives. Providing student feedback on an assessment, or any assignment, provides extensive value.

Fairness 110

Fairness Instructors Feedback Evaluation 110

Faculty Focus

JANUARY 14, 2024

They achieve this by creating electronic portfolios, which include examples and descriptions of their work from the internship. These e-portfolios, showcasing their range of skills and achievements, can then be presented to prospective employers and/or graduate/professional programs.

Interdisciplinary 124

Interdisciplinary Assignments Participation Exams 124

Faculty Focus

JANUARY 21, 2024

Increasing student success requires tight alignment across course learning outcomes, assessments, and planned learning experiences, but why, after all the hours spent planning for student success, do large numbers of students still struggle in college? This type of intellectual rigor is desirable in course design.

Syllabus 96

Syllabus Exams Students Motivation 96

Faculty Focus

JANUARY 18, 2024

In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. You could also integrate videos or podcasts into your course materials, in addition to assigning readings. Encourage student participation.

Teaching 110

Teaching Syllabus Feedback Instructors 110

Faculty Focus

JULY 4, 2023

The authors did find, however, that group projects tended to elevate student achievement. So, if we are truly evidence-based in our approach to designing courses, what can we conclude about student-student interaction? Miriam Bowers-Abbott, MA, is an associate professor and faculty fellow at Mount Carmel College of Nursing.

Exams 116

Exams Students Instructors Evaluation 116

Faculty Focus

FEBRUARY 26, 2023

Implementation steps There are five basic steps to designing and implementing a course that engages students in experiential learning. Assess the extent to which the students achieved the desired learning outcomes. concepts and factual knowledge) that they will use in the activity. What was difficult for you?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

AUGUST 4, 2024

Example could be applied to a composition assignment. Example could be applied to a written assignment. Jeff is passionate about learning and improving the quality of online course design and instruction to benefit returning adult learners. References Bradbury, N. Advances in Physiology Education , 40 (4), 509–513.

Online Learning 98

Online Learning Learning Tools Instructors Learning 98

Edsurge

MARCH 7, 2017

In that year, high achievement in the rigorous college-prep model was what LAB would have considered student success. In fall 2016, Mote integrated the MyWays framework into Cortex so that when creating an assignment or assessment, a teacher could select the specific quadrant and competencies being targeted.

Schools 143

Schools Laboratory Language Languages 143

Edsurge

NOVEMBER 1, 2017

Education writer Phil Hill covered the privacy issue and college objections to it last year: “Faculty assign usage of Piazza, often as required course tool. But data gaps could inhibit some technologies from achieving their aims. “A

Discussions 126

Discussions Education Learning Course Design 126

Faculty Focus

JUNE 25, 2023

CARES Alliance With the alliance formalized, we began to construct the course. Students were assigned to familiarize themselves with the course description, student learning outcomes [SLOs], and course content (i.e., As a class we analyzed which assignment(s) might accomplish the most (i.e., SLOs) at once.

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

JANUARY 14, 2024

They achieve this by creating electronic portfolios, which include examples and descriptions of their work from the internship. These e-portfolios, showcasing their range of skills and achievements, can then be presented to prospective employers and/or graduate/professional programs.

Interdisciplinary 110

Interdisciplinary Assignments Participation Exams 110

Faculty Focus

DECEMBER 15, 2024

Specify whats supposed to happen and what students will learn: content, student prep work, instructional materials and resources, in-class activities, and follow-up assignment(s). Designate time periods for the learning, based on content difficulty and importance. Tentatively set major assessment dates.

Syllabus 105

Syllabus Exams Course Outline Attention 105

Faculty Focus

SEPTEMBER 10, 2024

One of us is from American Studies and the other from Sociology, and our readings for the courses reflected our disciplines. We still kept a lot of the material we had originally planned on using and did not overlap that much in terms of readings or even the way assignments were structured.

Interdisciplinary 111

Interdisciplinary Art History Discussions 111

Scholarly Teacher

NOVEMBER 20, 2024

One theme on building critical consciousness explored in our program is the presence of implicit linguistic biases in course syllabi and assignment designs. What does the language in the syllabus/assignment assume about students (e.g., language choices for turning in assignments? would be in serious trouble.

Teaching 98

Teaching Instructors English Language 98

Faculty Focus

JUNE 25, 2023

CARES Alliance With the alliance formalized, we began to construct the course. Students were assigned to familiarize themselves with the course description, student learning outcomes [SLOs], and course content (i.e., As a class we analyzed which assignment(s) might accomplish the most (i.e., SLOs) at once.

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

AUGUST 13, 2023

This article aims to share ideas and strategies that can help reduce barriers to learning, ensuring equal access to education and the opportunity for all students to achieve their full potential, regardless of ability. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

This article aims to share ideas and strategies that can help reduce barriers to learning, ensuring equal access to education and the opportunity for all students to achieve their full potential, regardless of ability. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

SEPTEMBER 10, 2024

One of us is from American Studies and the other from Sociology, and our readings for the courses reflected our disciplines. We still kept a lot of the material we had originally planned on using and did not overlap that much in terms of readings or even the way assignments were structured.

Interdisciplinary 105

Interdisciplinary Art History Discussions 105

Faculty Focus

JULY 4, 2023

The authors did find, however, that group projects tended to elevate student achievement. So, if we are truly evidence-based in our approach to designing courses, what can we conclude about student-student interaction? Miriam Bowers-Abbott, MA, is an associate professor and faculty fellow at Mount Carmel College of Nursing.

Exams 97

Exams Students Instructors Evaluation 97

Faculty Focus

JANUARY 24, 2023

A new author they can add to their course to make it more diverse and inclusive. A new way to write their course policy on academic integrity or late assignments. I want them to take ownership over their learning and their time and assignments.” “I Language for the disability statement in their syllabus.

Teaching 122

Teaching Syllabus Instructors Disabilities 122

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 60

Course Design Students Active Learning Activities 60

Faculty Focus

DECEMBER 15, 2024

Specify whats supposed to happen and what students will learn: content, student prep work, instructional materials and resources, in-class activities, and follow-up assignment(s). Designate time periods for the learning, based on content difficulty and importance. Tentatively set major assessment dates.

Syllabus 94

Syllabus Exams Course Outline Attention 94

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 59

Course Design Students Active Learning Activities 59

Faculty Focus

FEBRUARY 26, 2023

Implementation steps There are five basic steps to designing and implementing a course that engages students in experiential learning. Assess the extent to which the students achieved the desired learning outcomes. concepts and factual knowledge) that they will use in the activity. What was difficult for you?

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

DECEMBER 17, 2023

Specify what’s supposed to happen and what students will learn: content, student prep work, instructional materials and resources, in-class activities, and follow-up assignment(s). Designate time periods for the learning, based on content difficulty and importance. Tentatively set major assessment dates.

Exams 109

Exams Syllabus Course Outline Attention 109

Faculty Focus

DECEMBER 17, 2023

Specify what’s supposed to happen and what students will learn: content, student prep work, instructional materials and resources, in-class activities, and follow-up assignment(s). Designate time periods for the learning, based on content difficulty and importance. Tentatively set major assessment dates.

Exams 105

Exams Syllabus Course Outline Attention 105