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

NOVEMBER 10, 2016

The emerging field of Learner Experience Design or LX design is about balancing the need for quality course design with the central role of human interaction in online learning. It’s a collaborative process that engages faculty in the design and improvement of online courses.

Blended Courses 164

Blended Courses Instructors Evaluation Participation 164

Edsurge

NOVEMBER 22, 2017

She also lets them decide if they want to reflect in a discussion forum with their classmates, or personally send her their reflections. “I But bringing it into an online setting adds that extra layer of technology challenge and collaboration-skill challenge.” She takes the approach of co-designing.

Culture 154

Culture Teaching Syllabus English 154

Faculty Focus

MAY 7, 2024

With a commitment to ensuring educational excellence and student success, in 2020, UF CJC Online developed a comprehensive course design strategy to elevate its online courses, a mission mandated by the State University System of Florida’s 2025 Strategic Plan for Online Education.

Feedback 118

Feedback Course Design Instructors Education 118

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., Although the capabilities of generative AI tools will continue to expand, our guiding questions are designed to maintain relevance despite shifts in technologies. 2021; Yang et al.,

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

Faculty Focus

MAY 7, 2024

With a commitment to ensuring educational excellence and student success, in 2020, UF CJC Online developed a comprehensive course design strategy to elevate its online courses, a mission mandated by the State University System of Florida’s 2025 Strategic Plan for Online Education.

Feedback 108

Feedback Course Design Instructors Education 108

Faculty Focus

JANUARY 8, 2023

We would spend far more time developing information literacy, teamwork, research skills, study skills, and metacognitive skills so that students wouldn’t be so dependent on us and could engage in more self-directed learning. That’s my vision.

Metacognitive Skills 138

Metacognitive Skills Ethics Writing Plagiarism 138

Edsurge

MARCH 3, 2018

For more structured courses designed specifically for K-12 classrooms and language labs, Transparent Language offers real-time courses and customizable, curriculum aligned content. Students without opportunities to use their target languages in their own communities can use Verbling to chat with native speakers.

Languages 158

Languages Language Failure English 158

Faculty Focus

MARCH 19, 2023

The Business Education Design Thinking Instructional Model (Wickam et al., For example, written papers and class discussion are assignments that can be used to aid students in reflecting on each stage of the design thinking process (Clark & Brennan, 1991; Grandzol & Grandzol, 2006; Wickam et al.,

Course Design 115

Course Design Testing Feedback Assignments 115

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 97

Instructors Course Design Students Authentic Assessment 97

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.

Syllabus 124

Syllabus Lecturing Discussions Science 124

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. Instead, focus on feedback that builds skills, enriches learning, and deepens understanding. 2014; Agarwal, 2019).

Plagiarism 116

Plagiarism Syllabus Ethics Feedback 116

Faculty Focus

MARCH 18, 2025

In fact, I believe the true promise of AI comes from using it, in Ethan Mollicks words, as a genuine intellectual partner, one that can enhance classroom discussions, assist with creating engaging instructional materials, and even help develop sophisticated problem sets or simulations that previously required extensive preparation time.

Assignments 79

Assignments Testing Course Design Writing 79

Faculty Focus

OCTOBER 27, 2024

Provide options such as virtual meeting links for office hours and a discussion board for questions. Pro tip: Multiple times throughout the course, encourage students to provide anonymous feedback on the course content and structure and be responsive to their suggestions. Make it easy for students to reach you. Benner, G.

Instructors 115

Instructors Students Minute Papers Course Design 115

Faculty Focus

JANUARY 21, 2024

As the director of a Center for Teaching and Learning, I have a window into how many faculty think about teaching, learning, and preparing for a new course/term. 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.

Syllabus 132

Syllabus Exams Students Motivation 132

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

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

Faculty Focus

JUNE 16, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration.

Learning 110

Learning Universal Design Course Design Fairness 110

Faculty Focus

JUNE 16, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration.

Learning 109

Learning Universal Design Course Design Fairness 109

Faculty Focus

MAY 11, 2025

In a world where AI skills and fluency will be necessary and marketable, colleges and universities have made efforts to embrace AI in the classroom (e.g., 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.

Instructors 111

Instructors Motivation Critical Thinking Students 111

Faculty Focus

MARCH 19, 2023

The Business Education Design Thinking Instructional Model (Wickam et al., For example, written papers and class discussion are assignments that can be used to aid students in reflecting on each stage of the design thinking process (Clark & Brennan, 1991; Grandzol & Grandzol, 2006; Wickam et al.,

Course Design 95

Course Design Testing Feedback Assignments 95

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.

Syllabus 109

Syllabus Lecturing Discussions Science 109

Faculty Focus

OCTOBER 27, 2024

Provide options such as virtual meeting links for office hours and a discussion board for questions. Pro tip: Multiple times throughout the course, encourage students to provide anonymous feedback on the course content and structure and be responsive to their suggestions. Make it easy for students to reach you. Benner, G.

Instructors 105

Instructors Students Minute Papers Course Design 105

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

JULY 7, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. 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.

Learning 108

Learning Universal Design Fairness Course Design 108

Faculty Focus

JANUARY 14, 2024

Students have the flexibility to select from courses that prepare them for graduate school or hone their professional career skills. As they approach their final year, students can opt for a leadership course that equips them for life beyond college.

Interdisciplinary 124

Interdisciplinary Assignments Participation Exams 124

Faculty Focus

SEPTEMBER 19, 2023

When developing our institution’s QEP, we had to ensure our assessments aligned with two main categories: formative , which describes tasks or skills that are in process or being formed, and summative , which evaluates the sum total of skills or comprehension achieved. Diagram 2 below describes the distinction.

Fairness 122

Fairness Instructors Feedback Evaluation 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. Instead, focus on feedback that builds skills, enriches learning, and deepens understanding. 2014; Agarwal, 2019).

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

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 110

Students Motivation Feedback Communication 110

Faculty Focus

APRIL 16, 2023

Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to students. Student skills and perception. They may not be familiar with, or have the skills to use, these teaching and learning tools.

Learning 105

Learning Assignments Course Design Instructors 105

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. Discussion boards, reflective assignments, and peer reviews can facilitate this exchange.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

JANUARY 12, 2025

For instance, is there a quiet student who excels in written assignments but struggles with a course outcome tied to public speaking? Next, consider the content students need to master, the depth of their understanding, and the skills they need to apply that knowledge in practical situations.

Learning 100

Learning Evaluation Students Course Design 100

Faculty Focus

JANUARY 8, 2023

We would spend far more time developing information literacy, teamwork, research skills, study skills, and metacognitive skills so that students wouldn’t be so dependent on us and could engage in more self-directed learning. That’s my vision.

Metacognitive Skills 98

Metacognitive Skills Ethics Writing Plagiarism 98

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 104

Lecturing Feedback Evaluation Course Design 104

Faculty Focus

NOVEMBER 12, 2024

The communicative method, which focuses on teaching language through interaction and real-life communication, traditionally prioritizes speaking and listening skills, emphasizing real-time language use. Each theme included prompt questions designed to encourage the use of specific vocabulary covered during the course.

Languages 124

Languages Language Writing Communication 124

Faculty Focus

APRIL 16, 2023

Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to students. Student skills and perception. They may not be familiar with, or have the skills to use, these teaching and learning tools.

Learning 98

Learning Assignments Course Design Instructors 98

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. Discussion boards, reflective assignments, and peer reviews can facilitate this exchange.

Accessibility 98

Accessibility Disabilities Education Culture 98