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. Finally, I place a strong emphasis on assessment as a tool for both learning and evaluation.

Teaching Philosophy 98

Teaching Philosophy Teaching Beliefs Universal Design 98

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? Involve the class in a true Pedagogical Partnership and have them help you evaluate, plan, and implement the “welcome back re-do” with you! Who or what was centered in the meeting?

Feedback 116

Feedback Beliefs Lecturing Participation 116

Faculty Focus

SEPTEMBER 14, 2023

How did the highlighted words (your findings) compare to your departmental or college vision, belief statement, and/or values? Involve the class in a true Pedagogical Partnership and have them help you evaluate, plan, and implement the “welcome back re-do” with you! Who or what was centered in the meeting?

Feedback 111

Feedback Beliefs Lecturing Participation 111

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

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). References Gopalan, M., & Brady, S.

Syllabus 101

Syllabus Exams Students Motivation 101

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 62

Course Design Students Active Learning Activities 62

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 61

Course Design Students Active Learning Activities 61

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

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