Faculty Focus

MAY 16, 2023

Activate the Cs of communication in teaching Clear, complete, and concise communication is critical for effective teaching. For neurodivergent learners, brief and straight-to-the-point literal communication will enable the breakdown of instructions into manageable chunks (NIMH, 2018).

Learning Styles 116

Learning Styles Teaching Feedback Teachers 116

Faculty Focus

MAY 16, 2023

Activate the Cs of communication in teaching Clear, complete, and concise communication is critical for effective teaching. For neurodivergent learners, brief and straight-to-the-point literal communication will enable the breakdown of instructions into manageable chunks (NIMH, 2018).

Learning Styles 98

Learning Styles Teaching Feedback Teachers 98

Faculty Focus

MARCH 14, 2023

A clear description of grading policies in your syllabus A transparent, clear list/description of all assignments and deadlines directly in syllabus Clear verbal and written directions for all course assignments, activities, and assessments Clear communications, instructions, and feedback. Team-based learning.

Syllabus 131

Syllabus Exams Instructors Assignments 131

Faculty Focus

FEBRUARY 20, 2024

Our colleagues’ perceptions can also prove useful as they can provide content and/or teaching-specific feedback that students may not be able to and that our own autobiographical lens may interpret differently. In addition, learning how our peers handle similar situations can broaden our perspective and expose us to new strategies.

Teaching 116

Teaching Beliefs Instructors Participation 116

Faculty Focus

MARCH 14, 2023

A clear description of grading policies in your syllabus A transparent, clear list/description of all assignments and deadlines directly in syllabus Clear verbal and written directions for all course assignments, activities, and assessments Clear communications, instructions, and feedback. Team-based learning.

Syllabus 98

Syllabus Exams Instructors Assignments 98

Faculty Focus

FEBRUARY 20, 2024

Our colleagues’ perceptions can also prove useful as they can provide content and/or teaching-specific feedback that students may not be able to and that our own autobiographical lens may interpret differently. In addition, learning how our peers handle similar situations can broaden our perspective and expose us to new strategies.

Teaching 111

Teaching Beliefs Instructors Participation 111

Faculty Focus

OCTOBER 11, 2022

Additional skill objectives were added: develop skills to (a) communicate complex ideas in multimedia formats; and (b) to work in groups. Formative learning. Most courses focus on summative assessment in which students simply present work as a final piece without opportunity for feedback and editing. 2018, Rasmussen et al.,

Assignments 131

Assignments Motivation Science Study 131