Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity.

Learning 110

Learning Universal Design Fairness Course Design 110

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These groups can provide a sense of belonging and peer support.

Accessibility 105

Accessibility Disabilities Education Culture 105

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. Feedback as an opportunity for dialogue: Invite students to meet to discuss feedback and revisions. 2014; Agarwal, 2019).

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

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. He told me that he uses ChatGPT all the time (and he is not alone among students in doing so; Kichizo Terry, 2023). Saucier, Ph.D. Saucier, D.

Instructors 114

Instructors Motivation Critical Thinking Students 114

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). Designing effective feedback processes in higher education : A learning-focused approach. Diagram 2 below describes the distinction. Gaynor, J.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These groups can provide a sense of belonging and peer support.

Accessibility 98

Accessibility Disabilities Education Culture 98

Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity.

Learning 92

Learning Universal Design Fairness Course Design 92

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). Designing effective feedback processes in higher education : A learning-focused approach. Diagram 2 below describes the distinction. Gaynor, J.

Fairness 111

Fairness Instructors Feedback Evaluation 111

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

MARCH 4, 2025

Students in smaller classes often feel more comfortable asking questions and engaging in discussions, fostering a collaborative learning environment. Clear communication of expectations for both in-person and remote students is essential, ensuring everyone understands their roles in contributing to discussions and activities.

Teaching 87

Teaching Lecturing Gamification Interdisciplinary 87

Faculty Focus

MARCH 4, 2025

Students in smaller classes often feel more comfortable asking questions and engaging in discussions, fostering a collaborative learning environment. Clear communication of expectations for both in-person and remote students is essential, ensuring everyone understands their roles in contributing to discussions and activities.

Teaching 83

Teaching Lecturing Gamification Interdisciplinary 83

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 Languages 98

Faculty Focus

MARCH 20, 2025

Give students the opportunity to connect in smaller groups, just like in the on-ground classes, giving them a topic to discuss and then bring back to the larger group. Gough began her teaching career in higher education in 1991 and facilitated the transition of ground campus courses to online courses in 2007.

Student Engagement 93

Student Engagement Instructors Students Feedback 93

Faculty Focus

MARCH 30, 2025

As discussed in Inside Higher Ed (2025), the prevalence of AI-generated content has made it increasingly difficult to distinguish between student work and machine-generated output. Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction.

Faculty Development 89

Faculty Development Teaching Instructors Academic Integrity 89

Faculty Focus

MARCH 30, 2025

As discussed in Inside Higher Ed (2025), the prevalence of AI-generated content has made it increasingly difficult to distinguish between student work and machine-generated output. Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction.

Faculty Development 82

Faculty Development Teaching Instructors Academic Integrity 82

Faculty Focus

MARCH 20, 2025

Give students the opportunity to connect in smaller groups, just like in the on-ground classes, giving them a topic to discuss and then bring back to the larger group. Gough began her teaching career in higher education in 1991 and facilitated the transition of ground campus courses to online courses in 2007.

Student Engagement 66

Student Engagement Instructors Students Feedback 66

Faculty Focus

JANUARY 22, 2023

This is even more true if the prompt relates to a discussion that occurred in class or some other content that students encountered (guest speakers, peer presentations, field trips, in-class debates, etc.), Discuss how AI “learns” to write. Peer review. Conduct a peer review and/or class discussion of AI writing.

Assignments 122

Assignments Writing Plagiarism Instructors 122

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. The Hyflex model becomes more effective when accompanied by a course design that uses the Universal Design for Learning (UDL) Framework.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

JANUARY 22, 2023

This is even more true if the prompt relates to a discussion that occurred in class or some other content that students encountered (guest speakers, peer presentations, field trips, in-class debates, etc.), Discuss how AI “learns” to write. Peer review. Conduct a peer review and/or class discussion of AI writing.

Assignments 98

Assignments Writing Plagiarism Instructors 98

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). 2022 for a review). 2022 for a review). See below for an example: Upon reviewing the course syllabus, you will see that our course covers content that may be emotionally difficult. Create a safer learning environment through open discussion.

Syllabus 119

Syllabus Course Design Instructors Teaching Philosophy 119

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). 2022 for a review). 2022 for a review). See below for an example: Upon reviewing the course syllabus, you will see that our course covers content that may be emotionally difficult. Create a safer learning environment through open discussion.

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111