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

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. 2014; Agarwal, 2019).

Plagiarism 96

Plagiarism Syllabus Ethics Feedback 96

Scholarly Teacher

NOVEMBER 20, 2024

Savini suggests that we ask ourselves what makes someone else’s writing unclear to us. Relevant and meaningful feedback on writing may vary between cultures, as language is also inextricably tied to culture. To ensure students feel confident, grading rubrics should align with learning objectives and content taught in the course.

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

JANUARY 18, 2024

In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. I was handed a syllabus, a classroom, and students, and left to figure out the rest on my own. Utilize the Wise feedback model.

Teaching 119

Teaching Syllabus Feedback Instructors 119

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 88

Syllabus Exams Students Motivation 88

Faculty Focus

AUGUST 13, 2023

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population. 2023, January 5).

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. ii] Contrary to common belief, neurodiverse students represent a significant proportion of the higher education population. 2023, January 5).

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

JANUARY 18, 2024

In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. I was handed a syllabus, a classroom, and students, and left to figure out the rest on my own. Utilize the Wise feedback model.

Teaching 106

Teaching Syllabus Feedback Instructors 106

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 56

Course Design Students Active Learning Activities 56

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

In an article on engaging, effective, and equitable discussions, Abney & Conatser (2020) write, “When preparing for a virtual discussion, take time to mentally walk through the learning objectives, driving questions, and key takeaways. Course design should reflect the diversity of the student body.

Discussions 94

Discussions Instructors Critical Thinking Beliefs 94

Faculty Focus

JULY 25, 2023

In an article on engaging, effective, and equitable discussions, Abney & Conatser (2020) write, “When preparing for a virtual discussion, take time to mentally walk through the learning objectives, driving questions, and key takeaways. Course design should reflect the diversity of the student body.

Discussions 77

Discussions Instructors Critical Thinking Beliefs 77