Course Design Curriculum Group work 
Faculty Focus
JULY 17, 2025
Ways to boost cross-field talk include structured debates on complex issues, small group work with students from different fields, or case studies that need multiple viewpoints. Teachers must be skilled guides, steering talks, handling conflicts, and helping students find common ground.
Faculty Focus
JULY 17, 2025
Ways to boost cross-field talk include structured debates on complex issues, small group work with students from different fields, or case studies that need multiple viewpoints. Teachers must be skilled guides, steering talks, handling conflicts, and helping students find common ground.
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Edsurge
NOVEMBER 22, 2017
Another panelist, Nouf Alsuwaida, an international graduate student at New Mexico State, also stressed that it is important to give students choices in how they perform assignments, noting that some prefer to work in groups while others best thrive solo. Group work in face-to-face classes can be challenging as it is,” Parra said.
Edsurge
JULY 9, 2018
I typically build MOOCs, but this spring, I designed an online program for a cohort of 16 nonprofit leaders. We used a combination of video chat, Slack and curriculum materials hosted on a learning management system. It is strikingly hard to pivot between large-group instruction and small-group work on online platforms.
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.
Faculty Focus
JANUARY 30, 2024
Next, students reported feeling more engaged in and out of class, which I suspect is due to integrating their interests (via the LMS questionnaire) in lecture and assignments along with discussing the transferrable skills and other notions inside the “hidden curriculum.”
Faculty Focus
JANUARY 30, 2024
Next, students reported feeling more engaged in and out of class, which I suspect is due to integrating their interests (via the LMS questionnaire) in lecture and assignments along with discussing the transferrable skills and other notions inside the “hidden curriculum.”
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