Faculty Focus

OCTOBER 22, 2024

Originally defined by Bandura (1997), self-efficacy refers to an individual’s belief in their ability to succeed in a particular area. This belief is thought to enhance performance by fostering greater persistence, motivation, and readiness to face challenges.

Education 122

Education Beliefs Study Essay 122

Faculty Focus

APRIL 6, 2023

Yes, ChatGPT could write it and it might look a little like this: My philosophy of teaching is centered on the belief that all students have the potential to learn and succeed. Faculty members need a philosophy of teaching statement when applying for jobs and throughout their time in higher education.

Teaching Philosophy 98

Teaching Philosophy Teaching Beliefs Universal Design 98

Faculty Focus

AUGUST 11, 2024

The hallmark symptom of schizophrenia is psychosis, such as experiencing auditory hallucinations (voices) and delusions (fixed false beliefs)” (Frankenburg 2024, para. Clinical faculty should urge students to keep an unbiased, open-minded mindset and to be conscious of the dangers of holding predetermined beliefs.

Culture 111

Culture Beliefs Learning Interdisciplinary 111

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. For example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

AUGUST 11, 2024

The hallmark symptom of schizophrenia is psychosis, such as experiencing auditory hallucinations (voices) and delusions (fixed false beliefs)” (Frankenburg 2024, para. Clinical faculty should urge students to keep an unbiased, open-minded mindset and to be conscious of the dangers of holding predetermined beliefs.

Culture 105

Culture Beliefs Learning Interdisciplinary 105

Edsurge

MAY 16, 2024

She’s also director of the Center for Teaching Excellence there, which provides faculty with support for instruction, edtech, course design, classroom management and grading. To find out, EdSurge interviewed Terri Hasseler, a professor in the Department of History, Literature, and the Arts at Bryant University in Rhode Island.

Students 197

Students Instructors Lecturing Participation 197

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. Transparent policies: Clearly outline expectations while building flexibility.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

OCTOBER 22, 2024

Originally defined by Bandura (1997), self-efficacy refers to an individual’s belief in their ability to succeed in a particular area. This belief is thought to enhance performance by fostering greater persistence, motivation, and readiness to face challenges.

Education 105

Education Beliefs Study Essay 105

Faculty Focus

JANUARY 21, 2024

Developing the whole student Maslow’s hierarchy of needs (1943) has long been instrumental in shaping educators’ beliefs about human behavior, motivation, and learning. This type of intellectual rigor is desirable in course design. food, water, warmth, rest, and security).

Syllabus 103

Syllabus Exams Students Motivation 103

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. For example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

SEPTEMBER 14, 2023

How did the highlighted words (your findings) compare to your departmental or college vision, belief statement, and/or values? Artifact Type Key Steps Questions for Analysis Next Steps Agenda from class session Read through your agenda and highlight key words, actions, and topics. Who or what was centered in the meeting?

Feedback 116

Feedback Beliefs Lecturing Participation 116

Scholarly Teacher

NOVEMBER 13, 2024

This piece will suggest a few simple ideas that teachers of introductory STEM classes may implement in their course design to turn their lectures into active learning experiences for a large student body, without needing to completely revisit and change their whole teaching style. How long should they last? References Bouchrika, I.

Lecturing 98

Lecturing Active Learning Activities STEM 98

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 64

Course Design Students Active Learning Activities 64

Faculty Focus

SEPTEMBER 14, 2023

How did the highlighted words (your findings) compare to your departmental or college vision, belief statement, and/or values? Artifact Type Key Steps Questions for Analysis Next Steps Agenda from class session Read through your agenda and highlight key words, actions, and topics. Who or what was centered in the meeting?

Feedback 111

Feedback Beliefs Lecturing Participation 111

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 61

Course Design Students Active Learning Activities 61

Faculty Focus

OCTOBER 15, 2023

This observation led my colleagues and me to reflect on the importance of maximizing the LMS’s potential (a belief that we held prior to the pandemic). We firmly believe that doing so not only meets the evolving needs of today’s students but also enhances the overall learning experience.

Syllabus 126

Syllabus Instructors Peer Review Lecturing 126

Faculty Focus

JANUARY 18, 2024

Wise feedback gives feedback to students in three parts: it communicates the educator’s high expectations, their belief that students can meet those expectations, and provides specific suggestions for anything students need to do in order to do so. Utilize the Wise feedback model.

Teaching 119

Teaching Syllabus Feedback Instructors 119

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. Transparent policies: Clearly outline expectations while building flexibility.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

JANUARY 18, 2024

Wise feedback gives feedback to students in three parts: it communicates the educator’s high expectations, their belief that students can meet those expectations, and provides specific suggestions for anything students need to do in order to do so. Utilize the Wise feedback model.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

OCTOBER 15, 2023

This observation led my colleagues and me to reflect on the importance of maximizing the LMS’s potential (a belief that we held prior to the pandemic). We firmly believe that doing so not only meets the evolving needs of today’s students but also enhances the overall learning experience.

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111

Faculty Focus

AUGUST 13, 2023

ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population. To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. For instance, in 2019, 6.2%

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population. To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. For instance, in 2019, 6.2%

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

JULY 2, 2023

Based on these principles, we have developed step-by-step administrative procedures that are derived from the belief that engagement with our students is crucial as high engagement with faculty is a predictor of persistence and retention in our programs. How do online course design features influence student performance?

Online Learning 111

Online Learning Distance Learning Education Learning 111

Scholarly Teacher

NOVEMBER 20, 2024

Conocimiento through spiritual activism: A self-reflexive approach to challenging deficit beliefs and reimagining the value of teaching in higher education. Deficit thinking and Hispanic student achievement: Scientific information resources. Problems of Education in the 21st Century , 15 , 41–48. Cavazos, A. link] Cavazos, A.

Teaching 98

Teaching Instructors English Language 98

Faculty Focus

JULY 2, 2023

Based on these principles, we have developed step-by-step administrative procedures that are derived from the belief that engagement with our students is crucial as high engagement with faculty is a predictor of persistence and retention in our programs. How do online course design features influence student performance?

Online Learning 98

Online Learning Distance Learning Education Learning 98

Edsurge

JUNE 9, 2020

There are widespread beliefs about the best way to teach and learn that have been proven wrong by science, yet they persist. In a paper Koedinger co-published in Science , he found that as instructors consider their course design and teaching options during a typical college course, they’re picking from trillions of possibilities.

Education 218

Education Learning Textbooks Instructors 218

Faculty Focus

JULY 25, 2023

However, they are expected to dig into why they hold these beliefs and should reflect on current research in their field of study. Inclusivity should also extend to course materials, incorporating scholars who may have previously been marginalized. Course design should reflect the diversity of the student body.

Discussions 98

Discussions Instructors Critical Thinking Beliefs 98

Faculty Focus

JULY 25, 2023

However, they are expected to dig into why they hold these beliefs and should reflect on current research in their field of study. Inclusivity should also extend to course materials, incorporating scholars who may have previously been marginalized. Course design should reflect the diversity of the student body.

Discussions 92

Discussions Instructors Critical Thinking Beliefs 92