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Supporting Students and Faculty in the Online Classroom: Slow Down and Simplify at the End

Faculty Focus

Students may feel lonely, and faculty can feel overwhelmed even in well-designed online classes; however, a focus on engagement and well-being educators can support faculty and students via simple, low-tech, and personalized strategies in conjunction with the learning platform. Learning does not occur in isolation.

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Supporting Students and Faculty in the Online Classroom: Slow Down and Simplify at the End

Faculty Focus

Students may feel lonely, and faculty can feel overwhelmed even in well-designed online classes; however, a focus on engagement and well-being educators can support faculty and students via simple, low-tech, and personalized strategies in conjunction with the learning platform. Learning does not occur in isolation.

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Practical Strategies for Interdisciplinary Teaching in Today’s University

Faculty Focus

Drawing from my experience teaching across subjects at Zayed University in Dubai, UAE, I want to share real ways teachers can build and run cross-subject courses that truly help students handle today’s complex world. Once you have set your central theme and chosen your fields, think about how to structure the course for sound mixing.

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Practical Strategies for Interdisciplinary Teaching in Today’s University

Faculty Focus

Drawing from my experience teaching across subjects at Zayed University in Dubai, UAE, I want to share real ways teachers can build and run cross-subject courses that truly help students handle today’s complex world. Once you have set your central theme and chosen your fields, think about how to structure the course for sound mixing.

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Course Design as a Gateway to Student Well-being 

Faculty Focus

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Since the turn of the millennium, with the publication of How People Learn (Bransford et al.,1999), After all, succeeding academically in college should take effort!

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What the F? Grading strategies for early career teachers

eSchool News

To build a strong, meaningful grading policy, instructors must choose the approach that best fits the course design and student learning outcomes. A teacher’s fallback practice may be to grade on a curve; however, curved grading is philosophically flawed in most course level applications.

Grades 262
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Course Design as a Gateway to Student Well-being 

Faculty Focus

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Since the turn of the millennium, with the publication of How People Learn (Bransford et al.,1999), After all, succeeding academically in college should take effort!