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Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms

Faculty Focus

These parallel yet distinct teaching environments demand intentional strategies that can adapt while maintaining their power to actively engage students in the learning process. Instead, we need to reimagine active learning for both spaces, maintaining the core principles while adapting the execution.

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Conversation and Coursework: Strategies to Engage Undergraduate Students with Course Content 

Faculty Focus

Course Context I teach a required, writing-intensive course for students in their junior year of their undergraduate studies. In addition to a heavy writing component, there is also a heavy reading component.

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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

Write it on the board as the only thing visible when students walk in. Try This in Your Class Tomorrow If you want to test this out without overhauling your syllabus, here’s a quick plug-and-play format: Choose a paradox related to your next topic. Make it messy. Have students pair up and discuss both sides for five minutes.

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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

Write it on the board as the only thing visible when students walk in. Try This in Your Class Tomorrow If you want to test this out without overhauling your syllabus, here’s a quick plug-and-play format: Choose a paradox related to your next topic. Make it messy. Have students pair up and discuss both sides for five minutes.

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How to Make Online Learning More Engaging and Effective for Students

k12

With the proper support and a few simple strategies, online education can be just as engaging as traditional classroom learning. Below are practical tools and techniques to help your child stay motivated, involved, and excited to learn—even through a screen. Multimedia Learning Materials: Mixing things up helps keep learning fresh.

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Lifting as We Climb: A Reflection on Mentorship, Growth, and Leadership in Nursing Education

Faculty Focus

With her influence, I learned to energize a room and help students believe in themselves through positivity and encouragement. They encouraged me to embrace active learning, to create space where students become participants rather than passive listeners. Through her mentorship, I found my academic voice.

Beliefs 106
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Lifting as We Climb: A Reflection on Mentorship, Growth, and Leadership in Nursing Education

Faculty Focus

With her influence, I learned to energize a room and help students believe in themselves through positivity and encouragement. They encouraged me to embrace active learning, to create space where students become participants rather than passive listeners. Through her mentorship, I found my academic voice.

Beliefs 98