Faculty Focus

AUGUST 29, 2024

Additionally, it encourages collaboration, teamwork, and effective communication among students and faculty from various disciplines (Weinberg & Harding, 2004). It is an effective approach that prepares students for lifelong learning and future success. Measuring learning outcomes. Campbell, C., & Henning, M.

Interdisciplinary 111

Interdisciplinary Study Multidisciplinary Metacognitive Skills 111

Faculty Focus

JUNE 25, 2023

According to the National Center on Safe Supportive Learning Environments, “Student engagement is the psychological investment a student makes in learning.” [1] As a communication scholar, I began to practice what I’d taught about interpersonal and small group communication. In my classroom, students had agency.

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

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. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 118

Plagiarism Syllabus Ethics Feedback 118

Faculty Focus

JUNE 25, 2023

According to the National Center on Safe Supportive Learning Environments, “Student engagement is the psychological investment a student makes in learning.” [1] As a communication scholar, I began to practice what I’d taught about interpersonal and small group communication. In my classroom, students had agency.

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 102

Learning Evaluation Students Course Design 102

Faculty Focus

AUGUST 29, 2024

Additionally, it encourages collaboration, teamwork, and effective communication among students and faculty from various disciplines (Weinberg & Harding, 2004). It is an effective approach that prepares students for lifelong learning and future success. Measuring learning outcomes. Campbell, C., & Henning, M.

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Metacognitive Skills 98

Faculty Focus

FEBRUARY 26, 2023

Experiential learning assists students to master complex subjects and to gain a deep understanding of fundamental principles that need to be applied later. Assess the extent to which the students achieved the desired learning outcomes. Some of the questions to address here are: What products will demonstrate learning?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 95

Learning Evaluation Students Course Design 95

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. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

JANUARY 21, 2024

If you are like most of those with whom I work, you spend hours identifying the desired learning outcomes, essential understandings and skills, and appropriate materials. This then leads to countless hours of designing assessments and learning experiences. This type of intellectual rigor is desirable in course design.

Syllabus 96

Syllabus Exams Students Motivation 96

Faculty Focus

APRIL 23, 2023

The process of reflection is a cycle that needs to be repeated: Teach Self-assess the effect of your teaching Consider new ways of teaching to improve the quality of learning Try these ideas in practice Repeat the process Reflective practice is learning through and from experience while gaining new insights into self-practice (Finely, 2008).

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

FEBRUARY 26, 2023

Experiential learning assists students to master complex subjects and to gain a deep understanding of fundamental principles that need to be applied later. Assess the extent to which the students achieved the desired learning outcomes. Some of the questions to address here are: What products will demonstrate learning?

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Scholarly Teacher

NOVEMBER 20, 2024

Keywords: Student partnerships, Asset-Based Mindset, Language Resources Introduction In educational contexts, English is often privileged as the language of communication and instruction. This is key in developing communication skills that will benefit students in their future careers and professional lives. Occasional Paper No.

Teaching 98

Teaching Instructors English Language 98

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces. Ensure images have descriptive alt texts.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces. Ensure images have descriptive alt texts.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Scholarly Teacher

FEBRUARY 12, 2025

Rachel Thelen , The University of Minnesota School of Dentistry Noelle Haight , Occupational Therapist and Educator Julia VanderMolen , University of the Pacific Key Statement: Four helpful tips, including backwards design, for the new instructor looking to (re)design their course. Understanding by design framework.

Instructors 52

Instructors Curriculum Quizzes Lecturing 52

Faculty Focus

APRIL 23, 2023

The process of reflection is a cycle that needs to be repeated: Teach Self-assess the effect of your teaching Consider new ways of teaching to improve the quality of learning Try these ideas in practice Repeat the process Reflective practice is learning through and from experience while gaining new insights into self-practice (Finely, 2008).

Evaluation 89

Evaluation Participation Knowledge Learning Styles 89

Edsurge

SEPTEMBER 11, 2018

But it’s increasingly unclear if online learning is living up to its promise for students, even as digital learning makes its way into more institutions’ offerings. The quality of online courses still varies drastically, and research shows there are major racial disparities in digital-learning outcomes.

Instructors 130

Instructors Distance Learning Students Online Learning 130

Scholarly Teacher

DECEMBER 11, 2024

2020; Lang 2021; McRee 2012), results are often self-reported assessments and focus on the characteristics of the instruction such as good course design or expert presentation; less typically does the research focus solely on the learner (Gore et al., Toward learning-centered education in colleges and universities. Hannafin, M.,

Teaching 52

Teaching Instructors Syllabus Problem-Based Learning 52

Faculty Focus

SEPTEMBER 27, 2022

Online courses are associated with increased retention and graduation rates, they improve access to education for disadvantaged students. Offering digital courses improves student learning outcomes by helping students earn their degree faster (NECC, 2021).

Syllabus 52

Syllabus Study Learning Outcomes Curriculum 52

Faculty Focus

OCTOBER 9, 2022

2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility. In turn, student attendance increases learning (Abdelmalak & Parra, 2016). Integrating UDL within a HyFlex model.

Universal Design 116

Universal Design Course Design Learning Syllabus 116