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 123

Plagiarism Syllabus Ethics Feedback 123

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. As opposed to preparing arguments for and against, in deliberation students work together across differences in views to contribute their best thinking to arrive at the best solution.

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. in the language of learning outcomes for the later stage modules of programs). How to Teach Critical Thinking to Beginners. Ivory, Sarah. Times Higher Education THE Campus. (16/2/2022). 16/2/2022).

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. in the language of learning outcomes for the later stage modules of programs). How to Teach Critical Thinking to Beginners. Ivory, Sarah. Times Higher Education THE Campus. (16/2/2022). 16/2/2022).

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

APRIL 23, 2023

These questions can elicit more engagement, critical thinking, and collective inquiry among colleagues. Studies have shown that participants who are given the chance to practice what they have learned retain 75% of the information presented. Most faculty bring their own backgrounds, experience levels, and learning needs.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 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. 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

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. As opposed to preparing arguments for and against, in deliberation students work together across differences in views to contribute their best thinking to arrive at the best solution.

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

APRIL 23, 2023

These questions can elicit more engagement, critical thinking, and collective inquiry among colleagues. Studies have shown that participants who are given the chance to practice what they have learned retain 75% of the information presented. Most faculty bring their own backgrounds, experience levels, and learning needs.

Evaluation 95

Evaluation Participation Knowledge Learning Styles 95

Faculty Focus

AUGUST 13, 2023

Therefore, starting with a comprehensive plan that encompasses the needs of diverse learners is critical. To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

Therefore, starting with a comprehensive plan that encompasses the needs of diverse learners is critical. To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

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. Silvestri, J.

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52