Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Miller, S.

Course Design 142

Course Design Assignments Teaching Philosophy Instructors 142

Faculty Focus

JANUARY 9, 2025

When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed course design and subsequent instruction, we succeed in cultivating spaces where their success is made possible. Student success is teacher success.

Students 111

Students Motivation Feedback Communication 111

Faculty Focus

JANUARY 21, 2024

If you are like most of those with whom I work, you spend hours identifying the desired learning outcomes, essential understandings and skills, and appropriate materials. This then leads to countless hours of designing assessments and learning experiences. This type of intellectual rigor is desirable in course design.

Syllabus 132

Syllabus Exams Students Motivation 132

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 118

Plagiarism Syllabus Ethics Feedback 118

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 79

Assignments Testing Course Design Writing 79

Faculty Focus

MAY 30, 2023

Assignment options included: online discussions journals research analyses video explorations current event analyses This approach meant that, by the end of the course, students had completed three of each assignment type and 15 mastery quizzes. They felt like they had high levels of interaction with the instructor.

Student Engagement 97

Student Engagement Assignments Instructors Students 97

Faculty Focus

APRIL 15, 2025

This involves evaluating the most effective methods and learning environments to engage students and enhance their achievement of desired learning outcomes. Applying Andragogy to Online Course Design to Increase Student Engagement and Success. Adult Learning Principles and Presentation Pearls. Dixson, M.

Student Engagement 102

Student Engagement Instructors Lecturing Students 102

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. In the latter, students can perform the role play in front of the entire class, followed by a discussion in small groups. What criteria will you use to assess learning?

Learning 122

Learning Problem-Based Learning Students Lecturing 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. 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

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 102

Learning Evaluation Students Course Design 102

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). Below, in diagram 1, are some examples of formative and summative assessments that can be utilized in the classroom.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 62

Assignments Testing Course Design Writing 62

Faculty Focus

MAY 11, 2025

He visited my office and in the course of our conversation he asked me how I thought I would use AI as a college instructor moving forward. The empathetic course design perspective. Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes. Schiffer, A. A., & Renken, N.

Instructors 112

Instructors Motivation Critical Thinking Students 112

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 95

Learning Evaluation Students Course Design 95

Faculty Focus

JANUARY 21, 2024

If you are like most of those with whom I work, you spend hours identifying the desired learning outcomes, essential understandings and skills, and appropriate materials. This then leads to countless hours of designing assessments and learning experiences. This type of intellectual rigor is desirable in course design.

Syllabus 96

Syllabus Exams Students Motivation 96

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). Below, in diagram 1, are some examples of formative and summative assessments that can be utilized in the classroom.

Fairness 110

Fairness Instructors Feedback Evaluation 110

Faculty Focus

JUNE 25, 2023

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. table of contents) in the text(s).

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Miller, S.

Course Design 98

Course Design Assignments Teaching Philosophy Instructors 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. In the latter, students can perform the role play in front of the entire class, followed by a discussion in small groups. What criteria will you use to assess learning?

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

JUNE 25, 2023

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. table of contents) in the text(s).

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

APRIL 15, 2025

This involves evaluating the most effective methods and learning environments to engage students and enhance their achievement of desired learning outcomes. Applying Andragogy to Online Course Design to Increase Student Engagement and Success. Adult Learning Principles and Presentation Pearls. Dixson, M.

Student Engagement 78

Student Engagement Instructors Lecturing Students 78

Faculty Focus

NOVEMBER 29, 2022

We can activate students’ prior knowledge with: quizzes and exercises to reach back to concepts and learning covered earlier in the course, as well as covered in previously required courses. a discussion, brainstorm, list, or map of what they already know about a new topic. a concept map). Retrieval practice.

Knowledge 126

Knowledge Quizzes Learning Students 126

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces. Please see below for a detailed list for creating videos and online teaching resources).

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces. Please see below for a detailed list for creating videos and online teaching resources).

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Scholarly Teacher

NOVEMBER 20, 2024

We share background about the student-faculty partnership program, define linguistic implicit biases, provide examples of how these biases manifest, offer recommendations for how to challenge them, and invite a dialogue through discussion questions. Peer Review: Transparency and Problem-Centered Learning , 18 (1–2), 31–36.

Teaching 98

Teaching Instructors English Language 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). Discuss how Keynesian economists might appraise the fiscal policies of the Conservative-led governments since 2010.

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). Discuss how Keynesian economists might appraise the fiscal policies of the Conservative-led governments since 2010.

Teaching 97

Teaching Learning Critical Thinking Evaluation 97

Faculty Focus

MARCH 16, 2025

The Delivery Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 86

Counselling Learning Lecturing Knowledge 86

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.

Instructors 52

Instructors Curriculum Quizzes Lecturing 52

Edsurge

SEPTEMBER 11, 2018

But it’s increasingly unclear if online learning is living up to its promise for students, even as digital learning makes its way into more institutions’ offerings. The quality of online courses still varies drastically, and research shows there are major racial disparities in digital-learning outcomes.

Instructors 130

Instructors Distance Learning Students Online Learning 130

Faculty Focus

NOVEMBER 29, 2022

We can activate students’ prior knowledge with: quizzes and exercises to reach back to concepts and learning covered earlier in the course, as well as covered in previously required courses. a discussion, brainstorm, list, or map of what they already know about a new topic. a concept map). Retrieval practice.

Knowledge 98

Knowledge Quizzes Learning Students 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., They can be done as part of the course for credit or on a volunteer basis.

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52

Faculty Focus

MARCH 16, 2025

The Delivery Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 64

Counselling Learning Lecturing Knowledge 64

Faculty Focus

OCTOBER 9, 2022

2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility. In turn, student attendance increases learning (Abdelmalak & Parra, 2016). Integrating UDL within a HyFlex model.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). See below for an example: Upon reviewing the course syllabus, you will see that our course covers content that may be emotionally difficult. Your understanding of these topics is integral to achieving the following student learning outcomes: [insert outcomes].

Syllabus 119

Syllabus Course Design Instructors Teaching Philosophy 119

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). See below for an example: Upon reviewing the course syllabus, you will see that our course covers content that may be emotionally difficult. Your understanding of these topics is integral to achieving the following student learning outcomes: [insert outcomes].

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111