Faculty Focus

MAY 15, 2025

These were not standard end-of-semester evaluations. The surveys included over 20 demographic questionscovering areas like housing, food security, disability status, and employmentfollowed by 1540 experience-based questions exploring academic confidence, mental health, study habits, and perceptions of inclusion.

Disabilities 55

Disabilities Course Design Lecturing Students 55

Edsurge

FEBRUARY 5, 2022

Moore have organized the self-assessment tool into three sections: The context and design of your course. The text of your syllabus and course design. We can also invite others in to provide us with feedback, or even perform a self-evaluation of our teaching. Authors Ed Brantmeier, Andreas Broscheid and Carl S.

Syllabus 155

Syllabus Teaching Beliefs Instructors 155

Faculty Focus

JUNE 16, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). In the design stage, the educator will need to organize the information gathered from the research and decide on the focus of the education.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). In the design stage, the educator will need to organize the information gathered from the research and decide on the focus of the education.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

MAY 15, 2025

These were not standard end-of-semester evaluations. The surveys included over 20 demographic questionscovering areas like housing, food security, disability status, and employmentfollowed by 1540 experience-based questions exploring academic confidence, mental health, study habits, and perceptions of inclusion.

Disabilities 64

Disabilities Course Design Lecturing Students 64

Faculty Focus

JULY 7, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). Empathy – The educator will want to research students’ needs through a student-centered approach. Prototype –The educator will develop a plan for the content and the environment in which it will be taught.

Learning 111

Learning Universal Design Fairness Course Design 111

Faculty Focus

JULY 7, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). Empathy – The educator will want to research students’ needs through a student-centered approach. Prototype –The educator will develop a plan for the content and the environment in which it will be taught.

Learning 92

Learning Universal Design Fairness Course Design 92