Faculty Focus

MAY 11, 2025

Given this reality in which AI can provide and synthesize information for and to our students at their requests in seconds, it is not completely paranoid to ask the question, What can we, as college instructors, offer our students in the age of AI? The empathetic course design perspective. Teaching of Psychology, 52 (1), 45-52.

Instructors 98

Instructors Motivation Critical Thinking Students 98

Faculty Focus

MAY 15, 2025

This project started with a deceptively simple question: What arent our students telling us? I wanted to change thatnot just by asking better questions, but by building an open-access platform that would amplify student voices and inform actionable change. Tessa Wolf strengthened our commitment to inclusive course design.

Disabilities 54

Disabilities Course Design Lecturing Students 54

Edsurge

APRIL 8, 2020

As professors and K-12 teachers adjust to the sudden move to online teaching, one question keeps coming up: How much of class time should be done live—known in education parlance as “synchronous” teaching—and how much should be done so that students can do the work at their convenience—or “asynchronous” teaching.

Teaching 218

Teaching Instructors Distance Learning Lecturing 218

Edsurge

MAY 6, 2020

Recent class discussions have focused on the difficulties of getting through to students without in-person contact, especially during a time of enormous stress. The crucial question that has emerged is: how do we engage learners when we are not together physically?

Motivation 218

Motivation Education Learning Feedback 218

Edsurge

NOVEMBER 21, 2018

A) Choose questions that most students will be able to answer correctly. B) Vary the types of poll questions beyond multiple choice. C) Ask students “Please discuss your answer with a neighbor.” D) Stress that students answer questions independent of their peers. Select all that apply. Play with the polls.

Instructors 144

Instructors Multiple Choice Questions Course Design Discussions 144

Edsurge

JANUARY 27, 2023

With each group, I could answer questions in the moment and provide opportunities for teachers to bounce ideas off of one another. I organize modules to include researched based articles, video messages and discussion boards centered around teachers’ learning objectives.

Teachers 211

Teachers Course Design Participation Discussions 211

Edsurge

MARCH 7, 2024

But the experiment points to interesting possibilities — and raises ethical questions — about how the latest AI tech might be used to improve teaching. The AI agents will also be fed information from the course syllabi and turn in assignments. Actual students were interviewed to help develop the personas of the AI bots.

Intelligence 211

Intelligence Syllabus Feedback Assignments 211

Faculty Focus

OCTOBER 6, 2024

It’s important to consider the unique dynamics of each learning environment when discussing whether class caps for online and in-person courses should be the same. Given the absence of physical presence, online instructors must rely heavily on digital tools to communicate, facilitate discussions, and assess student progress.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

Edsurge

JANUARY 2, 2019

In addition to using technology in my own biology courses, I also work with faculty across the country on how to teach with technology through an inclusive lens. In my experience, graduate training in STEM tends to lack any discussion of this. Leverage partners.

Technology 167

Technology Teaching Intellectual Development Instructors 167

Edsurge

OCTOBER 10, 2017

The discussions are always rich and engaging, but, perhaps unsurprisingly, our efforts to scale them were always coming up short. From there, it was only natural to start applying some of the concepts we discussed using with students in our own professional development. of Wayne Township in Indianapolis. What did not work for you?

Teachers 163

Teachers Lecturing Blended Learning Students 163

Scholarly Teacher

SEPTEMBER 4, 2024

Introduction Generative AI in higher education has been widely discussed following the record-breaking uptake of ChatGPT in November 2022 (Dwivedi et al., We have created a set of guiding questions to serve as a framework for developing your approach to generative AI. We offer two initial check-in questions to educators.

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

Faculty Focus

JUNE 2, 2024

This poses the question: How can we best serve our online students? In an undergraduate statistics class, I have an extra credit opportunity at the end of the semester attached to an assignment in which students have to identify what they have done recently to demonstrate self-care and discuss how they feel when engaging in the activity.

Syllabus 131

Syllabus Course Design Learning Students 131

Edsurge

JULY 1, 2017

Too many discussions of edtech focus on tools (like tablets, clickers, learning-management systems, smart boards, etc). More thought should be spent on the design of the classroom itself. A classroom can be feature-rich and highly flexibly, however this needs to be supported by course design, technical support, and ongoing evaluation.

Active Learning 141

Active Learning Activities Learning Instructors 141

Faculty Focus

NOVEMBER 1, 2022

By informal, I mean posting a short video inviting them to participate in a discussion forum, journal entry, or an anonymous online poll. You could also use specific mid-semester exercises to learn about student experiences in your course. Adding small activities for engagement. as an example, let’s look at teaching with case studies.

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Edsurge

APRIL 30, 2020

After all, “it's not just enough to put materials in Blackboard if it's not going to be accessible,” says Jennifer Albat, instructional designer at Southern Illinois University at Edwardsville. They also addressed audience questions about how to get faculty motivated to adjust their courses to improve accessibility.

Accessibility 218

Accessibility Disabilities Universal Design Syllabus 218

Faculty Focus

JANUARY 30, 2024

At the same time, I intentionally sprinkle discussions where I can highlight the transferrable skills that we will learn and reinforce in the course; this includes a vast offering of career opportunities that go along with the transferrable skills or content. In the final 20 minutes of class, I tend to shift focus to the syllabus.

Syllabus 124

Syllabus Lecturing Discussions Science 124

Faculty Focus

JANUARY 8, 2023

But as I noted in The nail in the coffin: How AI could be the impetus to reimagine education , we could “enchant learning in higher ed in such a way that people flock to it when they need to be energized, when they need a balm, when they are trying to figure out their why, when they have burning questions they want support in pursuing.”

Metacognitive Skills 138

Metacognitive Skills Ethics Writing Plagiarism 138

Faculty Focus

OCTOBER 6, 2024

It’s important to consider the unique dynamics of each learning environment when discussing whether class caps for online and in-person courses should be the same. Given the absence of physical presence, online instructors must rely heavily on digital tools to communicate, facilitate discussions, and assess student progress.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

Edsurge

DECEMBER 11, 2017

Those are just some of the questions we’ve asked at #DLNchat , and the answers from your peers abound ! A Twitter chat is an opportunity for individuals to meet on Twitter at the same time to discuss a specified topic. The host, @HigherEdSurge , will post questions using Q1, Q2, Q3, etc. to indicate the questions.

Mobile Devices 114

Mobile Devices Learning Participation Course Design 114

Ask a Tech Teacher

OCTOBER 21, 2021

Ask a Tech Teacher contributor, Christian Miraglia, 35 years as a teacher and now an educational consultant for T4Edtech, has a good discussion on that: For many years I served as a master-teacher for prospective teachers from various universities in my area. Graziano. . Our student’s future depends on it. .

Technology 159

Technology Teachers Evaluation Course Design 159

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 80

Assignments Testing Course Design Writing 80

Faculty Focus

OCTOBER 27, 2024

Louis’ Olin Business School encourages instructors to select a few questions to create an authentic course introduction video. Interact consistently with students throughout the term, actively posing questions and remaining receptive to their inquiries. questions). Interview-style question bank. link] Wehr, K.

Instructors 116

Instructors Students Minute Papers Course Design 116

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 122

Students Motivation Feedback Communication 122

Scholarly Teacher

NOVEMBER 13, 2024

This piece will suggest a few simple ideas that teachers of introductory STEM classes may implement in their course design to turn their lectures into active learning experiences for a large student body, without needing to completely revisit and change their whole teaching style.

Lecturing 98

Lecturing Active Learning Activities STEM 98

Faculty Focus

JANUARY 30, 2024

At the same time, I intentionally sprinkle discussions where I can highlight the transferrable skills that we will learn and reinforce in the course; this includes a vast offering of career opportunities that go along with the transferrable skills or content. In the final 20 minutes of class, I tend to shift focus to the syllabus.

Syllabus 111

Syllabus Lecturing Discussions Science 111

Faculty Focus

SEPTEMBER 24, 2023

Easily overlooked in this process can be maintaining the use of outside experts as guest speakers, panelists, or evaluators because of condensed class formats and the reliance on asynchronous elements in online course designs.

Lecturing 126

Lecturing Feedback Evaluation Course Design 126

Faculty Focus

JUNE 2, 2024

This poses the question: How can we best serve our online students? In an undergraduate statistics class, I have an extra credit opportunity at the end of the semester attached to an assignment in which students have to identify what they have done recently to demonstrate self-care and discuss how they feel when engaging in the activity.

Syllabus 110

Syllabus Course Design Learning Students 110

Faculty Focus

JULY 4, 2023

Classic online course standards emphasize the value of three types of interactions: student-instructor interaction, student-content interaction, and student-student interaction. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal. Let’s begin with a general observation.

Exams 116

Exams Students Instructors Evaluation 116

Edsurge

JANUARY 13, 2017

Print content was uploaded and accessible via the LMS, where faculty could view discussion prompts and suggestions. A few trees were saved, but courses weren’t any smarter. So if automation and interactivity differentiate a smart phone from a phone, what makes a course “smart”? Is that adaptive? A good experience?

Multiple Choice Questions 127

Multiple Choice Questions Instructors Textbooks Feedback 127

Faculty Focus

OCTOBER 27, 2024

Louis’ Olin Business School encourages instructors to select a few questions to create an authentic course introduction video. Interact consistently with students throughout the term, actively posing questions and remaining receptive to their inquiries. questions). Interview-style question bank. link] Wehr, K.

Instructors 105

Instructors Students Minute Papers Course Design 105

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

JUNE 16, 2024

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 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

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 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

MAY 11, 2025

Given this reality in which AI can provide and synthesize information for and to our students at their requests in seconds, it is not completely paranoid to ask the question, What can we, as college instructors, offer our students in the age of AI? The empathetic course design perspective. Teaching of Psychology, 52 (1), 45-52.

Instructors 115

Instructors Motivation Critical Thinking Students 115

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 69

Assignments Testing Course Design Writing 69

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 111

Learning Universal Design Fairness Course Design 111

Edsurge

NOVEMBER 5, 2018

The average student gets just two of the ten questions right. University of Michigan marketing professor John Branch rebuilds the learning experience by taking a precision engineering approach to course design. Source: Course Hero. But failure is the whole point of the exercise.

Quizzes 167

Quizzes Failure Culture Students 167