Faculty Focus

JANUARY 9, 2024

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Intentional course design, it turns out, emphasizes many of the very same things that support student well-being (Slavin, Schindler, & Chibnall, 2014).

Course Design 128

Course Design Feedback Instructors Students 128

Edsurge

NOVEMBER 5, 2018

So are most of the students taking the cultural competency quiz Professor John Branch gives out near the beginning of his MBA-level International Marketing class at the University of Michigan’s Ross School of Business. Source: Course Hero. The average student gets just two of the ten questions right. Why did it fail?

Quizzes 167

Quizzes Failure Culture Students 167

Faculty Focus

JANUARY 9, 2024

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Intentional course design, it turns out, emphasizes many of the very same things that support student well-being (Slavin, Schindler, & Chibnall, 2014).

Course Design 111

Course Design Feedback Instructors Students 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. Culturally responsive teaching: Theory, research, and practice (3rd ed.). 2014; Agarwal, 2019). Teachers College Press.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

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. Culturally responsive teaching: Theory, research, and practice (3rd ed.). 2014; Agarwal, 2019). Teachers College Press.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

MARCH 4, 2025

Regular feedback loops, like short quizzes or reflective journals, can also help instructors gauge understanding and adapt their teaching as needed. Leis research areas of interest are cancer prevention and care, cross-cultural research, and instrument development. She has worked with several journals as a reviewer and guest editor.

Teaching 89

Teaching Lecturing Gamification Interdisciplinary 89

Faculty Focus

MARCH 4, 2025

Regular feedback loops, like short quizzes or reflective journals, can also help instructors gauge understanding and adapt their teaching as needed. Leis research areas of interest are cancer prevention and care, cross-cultural research, and instrument development. She has worked with several journals as a reviewer and guest editor.

Teaching 85

Teaching Lecturing Gamification Interdisciplinary 85