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What Your Students Aren’t Telling You: Listening, Learning, and Leading with Empathy 

Faculty Focus

Dr. Emily Tarconish, a teaching professor in the College of Education, contributed her deep knowledge of Universal Design for Learning and accessible course design. Tessa Wolf strengthened our commitment to inclusive course design. Each chapter is co-authored with students who lived the realities we discuss.

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What Can College Instructors Offer Their Students in the Age of AI? 

Faculty Focus

He visited my office and in the course of our conversation he asked me how I thought I would use AI as a college instructor moving forward. The empathetic course design perspective. He told me that he uses ChatGPT all the time (and he is not alone among students in doing so; Kichizo Terry, 2023). Saucier, D. Schiffer, A.

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Course Design as a Gateway to Student Well-being 

Faculty Focus

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Intentional course design, it turns out, emphasizes many of the very same things that support student well-being (Slavin, Schindler, & Chibnall, 2014).

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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. In a class, an example might be only having students submit a discussion board post for every assignment. reading, watching videos, discussing with peers).

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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. In a class, an example might be only having students submit a discussion board post for every assignment. reading, watching videos, discussing with peers).

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Course Design as a Gateway to Student Well-being 

Faculty Focus

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Intentional course design, it turns out, emphasizes many of the very same things that support student well-being (Slavin, Schindler, & Chibnall, 2014).

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Space Matters: Lessons Learned from an Active-Learning Classroom

Edsurge

Too many discussions of edtech focus on tools (like tablets, clickers, learning-management systems, smart boards, etc). More thought should be spent on the design of the classroom itself. Two years ago we renovated an old computer lab into an active learning classroom. We’re not alone in redesigning high-tech classrooms.