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.

Lecturing 98

Lecturing Active Learning Activities STEM 98

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). Use folders and course menus to group related materials, ensuring that everything is easily accessible. The varied use, however, got us wondering about the student experience.

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111

Faculty Focus

JANUARY 18, 2024

As an adjunct instructor, your time on campus and ability to meet with students might be limited, but there are things you can do during your class to build relationships with your students to help them succeed (and make the work more meaningful for you). Co-create classroom norms with your students. Utilize the Wise feedback model.

Teaching 111

Teaching Syllabus Feedback Instructors 111

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. Teaching at its best: A research-based resource for college instructors. Rethinking Plagiarism in the Era of Generative AI.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

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.” Total football.

Feedback 126

Feedback Course Design Assignments Evaluation 126

Scholarly Teacher

NOVEMBER 20, 2024

Students as Learners and Teachers (SaLT) is an innovative teaching approach where students and instructors collaborate to improve educational experiences ( Cavazos et al., One theme on building critical consciousness explored in our program is the presence of implicit linguistic biases in course syllabi and assignment designs.

Teaching 98

Teaching Instructors English Languages 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.” Total football.

Feedback 111

Feedback Course Design Assignments Evaluation 111

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. Teaching at its best: A research-based resource for college instructors. Rethinking Plagiarism in the Era of Generative AI.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 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

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

JULY 2, 2023

These meetings establish a venue for online instructors to come together to discuss challenges and share best practices, a setting in which some of the best professional preparation takes place. How do online course design features influence student performance? link] Higher Ed Partners. 2021, September 9). Infographic].

Online Learning 111

Online Learning Distance Learning Education Learning 111

Faculty Focus

JULY 2, 2023

These meetings establish a venue for online instructors to come together to discuss challenges and share best practices, a setting in which some of the best professional preparation takes place. How do online course design features influence student performance? link] Higher Ed Partners. 2021, September 9). Infographic].

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

As instructors, we may be apprehensive of engaging in topics that evoke deep-seated opinions and emotions or reflect painful experiences. For some, the purpose is to simulate a classroom discussion in a traditional setting, where an instructor prompts students with a statement or question. This encourages extemporaneous application.

Discussions 98

Discussions Instructors Critical Thinking Beliefs 98

Faculty Focus

JULY 25, 2023

As instructors, we may be apprehensive of engaging in topics that evoke deep-seated opinions and emotions or reflect painful experiences. For some, the purpose is to simulate a classroom discussion in a traditional setting, where an instructor prompts students with a statement or question. This encourages extemporaneous application.

Discussions 92

Discussions Instructors Critical Thinking Beliefs 92