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. These activities encourage participation without the anxiety of high-stakes grading (Freeman et al., 2014; Agarwal, 2019).

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 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. Rather than treating assessment as endemic to grades or any other static category, assessment should prioritize movement.

Feedback 126

Feedback Course Design Assignments Evaluation 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. Use formative assessment. How might this work?

Teaching 119

Teaching Syllabus Feedback Instructors 119

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). Students seek clear and concise assignment descriptions, well-defined due dates, and transparent grading scales. Avoid confusing instructions.

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111

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 96

Syllabus Exams Students Motivation 96

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. Use formative assessment. How might this work?

Teaching 110

Teaching Syllabus Feedback Instructors 110

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. Rather than treating assessment as endemic to grades or any other static category, assessment should prioritize movement.

Feedback 111

Feedback Course Design Assignments Evaluation 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

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 60

Course Design Students Active Learning Activities 60

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 59

Course Design Students Active Learning Activities 59

Scholarly Teacher

NOVEMBER 20, 2024

We learned that feedback related to linguistic implicit biases usually centered on: assumptions about relevant real-world contexts, misconceptions about knowledge and abilities, and rubric grading for grammar vs rhetorical intentions. 2024; Montenegro & Jankowski, 2017; Tinto, 2017; Winklemes, 2016). Cavazos, A. link] Cavazos, A.

Teaching 98

Teaching Instructors English Language 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 97

Discussions Instructors Critical Thinking Beliefs 97

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 85

Discussions Instructors Critical Thinking Beliefs 85