Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Raimondi, 2019).

Course Design 142

Course Design Assignments Teaching Philosophy Instructors 142

Edsurge

NOVEMBER 10, 2016

Forced to quickly get up and running with online classes, faculty—and the instructional designers who help them make the transition—often resort to checklists to create the bare minimum of what’s required to build a “quality” online course. Does our current quality evaluation ensure a wonderful learning experience?

Blended Courses 163

Blended Courses Instructors Evaluation Participation 163

Edsurge

DECEMBER 5, 2016

At the university level, course design has traditionally been easy for faculty to manage on their own—until, that is, digital technologies began to play a role and online courses started to take off.

Interdisciplinary 162

Interdisciplinary Learning Ethics Learning Styles 162

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

In any given session, seven to 12 students will attend, and that is fine with me as I have shared my expectations with students—those who choose to learn asynchronously are just as accountable for completing the session’s work as students who learn synchronously. Every educator has the same course design and materials.

Exams 111

Exams Course Design Assignments Learning 111

Edsurge

AUGUST 13, 2016

In fact, decades of research reveal that students: are poor judges of the efficacy of their learning efforts. prefer instructional formats that produce inferior learning outcomes. believe that things like learning styles and brain hemispheres influence learning. And I'm being generous here.

Education 158

Education Evaluation Failure Essay 158

Faculty Focus

NOVEMBER 29, 2022

Are there parts of your course you wish could be taught more effectively? Would you like to prepare students for learning material with which they tend to struggle? Do you want to help students transition effectively from one learning activity to another? Read on for three useful ways to improve student learning.

Knowledge 126

Knowledge Quizzes Learning Students 126

Faculty Focus

JANUARY 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

APRIL 18, 2023

In any given session, seven to 12 students will attend, and that is fine with me as I have shared my expectations with students—those who choose to learn asynchronously are just as accountable for completing the session’s work as students who learn synchronously. Every educator has the same course design and materials.

Exams 98

Exams Course Design Assignments Learning 98

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 80

Assignments Testing Course Design Writing 80

Faculty Focus

MAY 30, 2023

As online education continues to evolve, the challenge to create meaningful and engaging learning experiences is paramount. Traditionally, the one-size-fits-all approach to assessment has been dominant, with all students completing the same activities throughout the course. Outcome The results were compelling.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

Faculty Focus

FEBRUARY 26, 2023

It is far easier to organize and control experiential learning inside the classroom than out-of-class activities. Experiential learning is not appropriate for every course, but it can be effective in every discipline. 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

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Thus, to combat these issues, instructors must take a proactive approach in designing online courses.

Student Engagement 107

Student Engagement Instructors Lecturing Students 107

Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Raimondi, 2019).

Course Design 98

Course Design Assignments Teaching Philosophy Instructors 98

Faculty Focus

JANUARY 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 66

Assignments Testing Course Design Writing 66

Faculty Focus

NOVEMBER 29, 2022

Are there parts of your course you wish could be taught more effectively? Would you like to prepare students for learning material with which they tend to struggle? Do you want to help students transition effectively from one learning activity to another? Read on for three useful ways to improve student learning.

Knowledge 98

Knowledge Quizzes Learning Students 98

Faculty Focus

APRIL 23, 2023

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. E xplore activities that require collaboration.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

MARCH 16, 2025

This convergence of theory and teaching practice offers one perspective for creating an optimal learning experience. An Anticipatory Set For me, a well-designed class begins with an anticipatory set and a review of prior learning. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 90

Counselling Learning Lecturing Knowledge 90

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

JUNE 25, 2023

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. table of contents) in the text(s).

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

FEBRUARY 26, 2023

It is far easier to organize and control experiential learning inside the classroom than out-of-class activities. Experiential learning is not appropriate for every course, but it can be effective in every discipline. 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

SEPTEMBER 19, 2023

Based on my classroom teaching experience, I believe that recognizing the importance of student feedback fosters active engagement and self-reflection in the student learning process. There needs to be a clear distinction between when formative and summative assessments are primarily utilized. Diagram 2 below describes the distinction.

Fairness 122

Fairness Instructors Feedback Evaluation 122

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.

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.

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

MAY 11, 2025

We can nurture our students intrinsic motivation to learn the content through demonstrations of our own engagement, activating the process of trickle-down engagement by which our own engagement as instructors promotes our students engagement and their subsequent learning (Saucier, Miller, Martens, & Jones, 2022).

Instructors 114

Instructors Motivation Critical Thinking Students 114

Faculty Focus

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Thus, to combat these issues, instructors must take a proactive approach in designing online courses.

Student Engagement 84

Student Engagement Instructors Lecturing Students 84

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

JUNE 25, 2023

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. table of contents) in the text(s).

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

SEPTEMBER 19, 2023

Based on my classroom teaching experience, I believe that recognizing the importance of student feedback fosters active engagement and self-reflection in the student learning process. There needs to be a clear distinction between when formative and summative assessments are primarily utilized. Diagram 2 below describes the distinction.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

APRIL 23, 2023

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. E xplore activities that require collaboration.

Evaluation 93

Evaluation Participation Knowledge Learning Styles 93

Scholarly Teacher

FEBRUARY 12, 2025

Rachel Thelen , The University of Minnesota School of Dentistry Noelle Haight , Occupational Therapist and Educator Julia VanderMolen , University of the Pacific Key Statement: Four helpful tips, including backwards design, for the new instructor looking to (re)design their course.

Instructors 52

Instructors Curriculum Quizzes Lecturing 52

Scholarly Teacher

NOVEMBER 20, 2024

When designing activities and assessments, how can we consider students’ languages and dialects—particularly how these skills may be relevant to their careers after they leave our classrooms? When designing the criteria for success for an assignment, we can consider the rhetorical choices students make. Cavazos, A.

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

MARCH 16, 2025

This convergence of theory and teaching practice offers one perspective for creating an optimal learning experience. An Anticipatory Set For me, a well-designed class begins with an anticipatory set and a review of prior learning. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 68

Counselling Learning Lecturing Knowledge 68

Edsurge

SEPTEMBER 11, 2018

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. The quality of online courses still varies drastically, and research shows there are major racial disparities in digital-learning outcomes.

Instructors 128

Instructors Distance Learning Students Online Learning 128

Scholarly Teacher

DECEMBER 11, 2024

2020; Lang 2021; McRee 2012), results are often self-reported assessments and focus on the characteristics of the instruction such as good course design or expert presentation; less typically does the research focus solely on the learner (Gore et al., What activities enhance your understanding? 2019; Silvestri, 2005).

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52