Faculty Focus

SEPTEMBER 19, 2023

In higher education, there has been an over-reliance on administering summative assessments and simply assigning student grades, often with minimal to no feedback provided prior to the conclusion of the course. Providing student feedback on an assessment, or any assignment, provides extensive value.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. For both Brookhart and Vygotsky, action is often driven by feedback. Broadbent, J., Bearman, M., & Boud, D. Peterson, E.

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

SEPTEMBER 24, 2023

Oftentimes, putting a brick-and-mortar course online begins by preserving the readings and assessments, and then considering adaptations to replace all or some of the “live” elements of interactive lectures. This requires considerable planning and development since most students may come to the course with little relevant experience.

Lecturing 126

Lecturing Feedback Evaluation Course Design 126

Edsurge

FEBRUARY 5, 2022

Moore have organized the self-assessment tool into three sections: The context and design of your course. The text of your syllabus and course design. He shares back to the class any feedback reported by at least ten percent of those who completed the questionnaire. And the subtext of your syllabus.

Syllabus 152

Syllabus Teaching Beliefs Instructors 152

Faculty Focus

OCTOBER 27, 2024

Be Present Being present in your online course goes beyond delivering the curriculum and providing assignment feedback. Consider using video for announcements, lesson overviews, and feedback. Let students know when they may expect announcements, feedback on assignments (along with where to access them), and office hours.

Instructors 116

Instructors Students Minute Papers Course Design 116

Faculty Focus

OCTOBER 13, 2024

Posting grades and feedback weeks or months after assignment submission is frustrating for students, especially for assignments that build on one another. Enter grades and feedback in a timely manner and show students where to find your feedback after the first assignment is graded. So how do we begin to address these concerns?

Syllabus 122

Syllabus Instructors Assignments Faculty Development 122

Faculty Focus

OCTOBER 27, 2024

Be Present Being present in your online course goes beyond delivering the curriculum and providing assignment feedback. Consider using video for announcements, lesson overviews, and feedback. Let students know when they may expect announcements, feedback on assignments (along with where to access them), and office hours.

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 122

Students Motivation Feedback Communication 122

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. For both Brookhart and Vygotsky, action is often driven by feedback. Broadbent, J., Bearman, M., & Boud, D. Peterson, E.

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

JANUARY 12, 2025

Consideration 2: Identify the Learning Experience After reflecting on your course design, the second consideration is to identify the type of experience you want students to engage in that can help bridge the gap between theory and practice and determine how you will assess their success.

Learning 106

Learning Evaluation Students Course Design 106

Faculty Focus

SEPTEMBER 24, 2023

Oftentimes, putting a brick-and-mortar course online begins by preserving the readings and assessments, and then considering adaptations to replace all or some of the “live” elements of interactive lectures. This requires considerable planning and development since most students may come to the course with little relevant experience.

Lecturing 108

Lecturing Feedback Evaluation Course Design 108

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 12, 2025

Consideration 2: Identify the Learning Experience After reflecting on your course design, the second consideration is to identify the type of experience you want students to engage in that can help bridge the gap between theory and practice and determine how you will assess their success.

Learning 99

Learning Evaluation Students Course Design 99

Faculty Focus

SEPTEMBER 14, 2023

Tip 1: Conduct an artifact analysis Grab some coffee , settle in, and then gather your meeting agenda, minutes, and feedback data from the class session you held. Were statements made solely by you, or was time spent with students debriefing, acknowledging, questioning for clarification, and providing feedback?

Feedback 116

Feedback Beliefs Lecturing Participation 116

Faculty Focus

OCTOBER 13, 2024

Posting grades and feedback weeks or months after assignment submission is frustrating for students, especially for assignments that build on one another. Enter grades and feedback in a timely manner and show students where to find your feedback after the first assignment is graded. So how do we begin to address these concerns?

Syllabus 105

Syllabus Instructors Assignments Faculty Development 105

Faculty Focus

SEPTEMBER 14, 2023

Tip 1: Conduct an artifact analysis Grab some coffee , settle in, and then gather your meeting agenda, minutes, and feedback data from the class session you held. Were statements made solely by you, or was time spent with students debriefing, acknowledging, questioning for clarification, and providing feedback?

Feedback 111

Feedback Beliefs Lecturing Participation 111

Faculty Focus

MAY 15, 2025

These courses enroll a diverse cross-section of the student body, creating the perfect environment to listen broadly and learn deeply. These were not standard end-of-semester evaluations. Each semester, the surveys were refined based on student feedback and changing classroom dynamics. They are co-creators of it.

Disabilities 64

Disabilities Course Design Lecturing Students 64

Faculty Focus

APRIL 23, 2023

Communication is not complete until there is both understanding and feedback. Teaching principles Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design. Effective teaching involves progressively refining our courses based on reflection and feedback.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 61

Course Design Students Active Learning Activities 61

Faculty Focus

NOVEMBER 12, 2024

We tasked students with engaging in a written conversation with an AI, specifically designed to simulate natural dialogue. Our hope was that by eliminating the pressure of activities subject to formal evaluation, students would feel more comfortable experimenting with the language.

Language 124

Language Languages Writing Communication 124

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 61

Course Design Students Active Learning Activities 61

Faculty Focus

JANUARY 21, 2024

Based on student feedback, make necessary adjustments and/or remind students of the shared agreements (Lovett, et al., Focus on challenge and relevance: We all hope our courses will engage students, challenge their assumptions, require effort, and facilitate the development of deep understandings and skills.

Syllabus 132

Syllabus Exams Students Motivation 132

Faculty Focus

MAY 30, 2023

Additionally, this approach balanced the need for high-levels of faculty-student interaction as well as personalized feedback within a growing class size, a previously challenging task. The target course was a completely asynchronous and was redesigned into three blocks, each containing five modules.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

Faculty Focus

MARCH 30, 2025

This article addresses these questions through a three-part exploration: tracing AI’s historical development, critically evaluating its role in community college classrooms, and offering practical, evidence-based strategies for faculty. Faculty can learn to leverage AI feedback systems through peer mentoring.

Faculty Development 89

Faculty Development Teaching Instructors Academic Integrity 89

Edsurge

MARCH 7, 2017

In some cases, the framework’s quadrants are central to course design, impacting curriculum, instruction and the student experience. Eighth graders who are taking a capstone course on U.S. Foreign Policy have to complete a research project and presentation.

Schools 135

Schools Laboratory Languages Language 135

Faculty Focus

APRIL 6, 2023

Finally, I place a strong emphasis on assessment as a tool for both learning and evaluation. A well-written teaching philosophy statement should act as a guide during course design, development, instruction, and assessment as well as through programmatic development and revision.

Teaching Philosophy 111

Teaching Philosophy Teaching Beliefs Universal Design 111

Faculty Focus

APRIL 23, 2023

Communication is not complete until there is both understanding and feedback. Teaching principles Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design. Effective teaching involves progressively refining our courses based on reflection and feedback.

Evaluation 92

Evaluation Participation Knowledge Learning Styles 92

Faculty Focus

MARCH 30, 2025

This article addresses these questions through a three-part exploration: tracing AI’s historical development, critically evaluating its role in community college classrooms, and offering practical, evidence-based strategies for faculty. Faculty can learn to leverage AI feedback systems through peer mentoring.

Faculty Development 82

Faculty Development Teaching Instructors Academic Integrity 82

Faculty Focus

APRIL 6, 2023

Finally, I place a strong emphasis on assessment as a tool for both learning and evaluation. A well-written teaching philosophy statement should act as a guide during course design, development, instruction, and assessment as well as through programmatic development and revision.

Teaching Philosophy 98

Teaching Philosophy Teaching Beliefs Universal Design 98

Faculty Focus

NOVEMBER 12, 2024

We tasked students with engaging in a written conversation with an AI, specifically designed to simulate natural dialogue. Our hope was that by eliminating the pressure of activities subject to formal evaluation, students would feel more comfortable experimenting with the language.

Language 98

Language Languages Writing Communication 98

Faculty Focus

JANUARY 21, 2024

Based on student feedback, make necessary adjustments and/or remind students of the shared agreements (Lovett, et al., Focus on challenge and relevance: We all hope our courses will engage students, challenge their assumptions, require effort, and facilitate the development of deep understandings and skills.

Syllabus 100

Syllabus Exams Students Motivation 100

Scholarly Teacher

OCTOBER 16, 2024

Stephanie Wasmanski , Wilkes University Keywords : Student Choice, Student Autonomy, Self-Determination Theory Key Statement: Supporting students’ basic psychological needs of autonomy and competence through self-selected activities and positive feedback may enhance student engagement and motivation.

Motivation 59

Motivation Feedback Students Assignments 59

Faculty Focus

DECEMBER 8, 2024

Offer periodic feedback for improvement along the way. Unlike closed-ended questions with a single correct answer, open-ended problems encourage students in groups to analyze the problem from different angles and evaluate the pros and cons of various solutions. Emphasize the importance of each component or stage.

Assignments 107

Assignments Instructors Critical Thinking Activities 107

Faculty Focus

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Applying Andragogy to Online Course Design to Increase Student Engagement and Success.

Student Engagement 106

Student Engagement Instructors Lecturing Students 106

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. Teamwork When possible, work in teams!

Instructors 52

Instructors Curriculum Quizzes Lecturing 52

Faculty Focus

DECEMBER 8, 2024

Offer periodic feedback for improvement along the way. Unlike closed-ended questions with a single correct answer, open-ended problems encourage students in groups to analyze the problem from different angles and evaluate the pros and cons of various solutions. Emphasize the importance of each component or stage.

Assignments 88

Assignments Instructors Critical Thinking Activities 88

Faculty Focus

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Applying Andragogy to Online Course Design to Increase Student Engagement and Success.

Student Engagement 82

Student Engagement Instructors Lecturing Students 82