Faculty Focus

NOVEMBER 1, 2022

Adding small activities for engagement. In addition to mid-semester check-in techniques, I try to incorporate at least one low stake active learning strategy instead of direct teaching. There are many instructional strategies that engage students to become active learners (e.g.,

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Faculty Focus

FEBRUARY 26, 2023

We can observe students engaged in applying knowledge and concepts in practice for the purpose of direct assessment of learning. It is far easier to organize and control experiential learning inside the classroom than out-of-class activities. It is team-based work but is different from debate in that it involves deliberation.

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

NOVEMBER 1, 2022

Adding small activities for engagement. In addition to mid-semester check-in techniques, I try to incorporate at least one low stake active learning strategy instead of direct teaching. There are many instructional strategies that engage students to become active learners (e.g.,

Student Engagement 98

Student Engagement Lecturing Students Feedback 98

Faculty Focus

FEBRUARY 26, 2023

We can observe students engaged in applying knowledge and concepts in practice for the purpose of direct assessment of learning. It is far easier to organize and control experiential learning inside the classroom than out-of-class activities. It is team-based work but is different from debate in that it involves deliberation.

Learning 98

Learning Problem-Based Learning Students Lecturing 98

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? Why problem-based learning?:

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52