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., Relevance According to a global survey in five countries, nearly 74% of university students indicated that they planned to use ChatGPT for academic tasks (Ibrahim et al.,

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

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. IT-ready classrooms may not be available for all courses. Provide course materials. Daunting for educators.

Learning 105

Learning Assignments Course Design Instructors 105

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. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses. Learning spaces I.

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. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses. Learning spaces I.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

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. IT-ready classrooms may not be available for all courses. Provide course materials. Daunting for educators.

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 105

Accessibility Disabilities Education Culture 105

Faculty Focus

JANUARY 18, 2024

The principles of Universal Design for Learning recommend that educators provide students with multiple ways to engage in their courses, including the ways in which information is presented to them. Use a variety of methods for sharing information.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

MAY 15, 2025

Bonnie Hemrick, Director of Mental Health Promotion at Oregon State University, helped frame issues of student well-being and resilience. Dr. Emily Tarconish, a teaching professor in the College of Education, contributed her deep knowledge of Universal Design for Learning and accessible course design.

Disabilities 64

Disabilities Course Design Lecturing Students 64

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

Faculty Focus

JANUARY 18, 2024

The principles of Universal Design for Learning recommend that educators provide students with multiple ways to engage in their courses, including the ways in which information is presented to them. Use a variety of methods for sharing information.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 61

Course Design Students Active Learning Activities 61

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 61

Course Design Students Active Learning Activities 61

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

Edsurge

MAY 7, 2020

What does that mean for faculty academic freedom, student participation in discussions and questions about intellectual property? Course Materials Journals: Hybrid Pedagogy ; Online Learning “ Best Practices for Teaching with Emerging Technologies ,” by Michelle Pacansky-Brock (book), describes practical tools to support student learning.

Syllabus 218

Syllabus Lecturing Education Course Design 218

Faculty Focus

FEBRUARY 28, 2023

I’ll discuss many times throughout the term that we can demonstrate our positive bedside manner and how it may look in the various types of class formats. This style can immediately engage students and it supports Universal Design for Learning, accessibility, and student equity. If you haven’t already, try a “visual syllabus.”

Syllabus 111

Syllabus Teachers Discussions Questions 111

Faculty Focus

FEBRUARY 28, 2023

I’ll discuss many times throughout the term that we can demonstrate our positive bedside manner and how it may look in the various types of class formats. This style can immediately engage students and it supports Universal Design for Learning, accessibility, and student equity. If you haven’t already, try a “visual syllabus.”

Syllabus 98

Syllabus Teachers Discussions Questions 98