Faculty Focus

DECEMBER 15, 2024

When times abundant, some teachers read books like Wiggins and McTighes Understanding by Design , a thoughtful, research-based system. But as I write this article in mid-December, the reality is there are papers and projects to grade, events to attend, holidays to celebrate, and a short break before spring courses commence.

Syllabus 99

Syllabus Exams Course Outline Attention 99

Faculty Focus

DECEMBER 17, 2023

When time’s abundant, some teachers read books like Wiggins and McTighe’s Understanding by Design , a thoughtful, research-based system. But as I write this article in mid-December, the reality is there are papers and projects to grade, events to attend, holidays to celebrate, and a short break before spring courses commence.

Exams 111

Exams Syllabus Course Outline Attention 111

Faculty Focus

DECEMBER 17, 2023

When time’s abundant, some teachers read books like Wiggins and McTighe’s Understanding by Design , a thoughtful, research-based system. But as I write this article in mid-December, the reality is there are papers and projects to grade, events to attend, holidays to celebrate, and a short break before spring courses commence.

Exams 105

Exams Syllabus Course Outline Attention 105

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 example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

JANUARY 21, 2024

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. This type of intellectual rigor is desirable in course design. These assessments must be valid and reliable.

Syllabus 101

Syllabus Exams Students Motivation 101

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 example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

FEBRUARY 26, 2023

We can immediately correct misconceptions or misapplication of data rather than waiting until students make the errors in homework or on exams. In-class opportunities are well suited to students who have busy schedules that involve a heavy course load, work, and/or family responsibilities.

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

MARCH 16, 2025

This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 90

Counselling Learning Lecturing Knowledge 90

Faculty Focus

DECEMBER 8, 2024

Students could form small groups to review material, create a study guide, and/or work on solving a set of problems to help prepare for the exam. Test reviews are another great opportunity to incorporate collaborative activities in class.

Assignments 107

Assignments Instructors Critical Thinking Activities 107

Faculty Focus

AUGUST 13, 2023

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses. 2023, January 5).

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses. 2023, January 5).

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

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 62

Course Design Students Active Learning Activities 62

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

DECEMBER 8, 2024

Students could form small groups to review material, create a study guide, and/or work on solving a set of problems to help prepare for the exam. Test reviews are another great opportunity to incorporate collaborative activities in class.

Assignments 89

Assignments Instructors Critical Thinking Activities 89

Faculty Focus

FEBRUARY 26, 2023

We can immediately correct misconceptions or misapplication of data rather than waiting until students make the errors in homework or on exams. In-class opportunities are well suited to students who have busy schedules that involve a heavy course load, work, and/or family responsibilities.

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

MARCH 16, 2025

This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 68

Counselling Learning Lecturing Knowledge 68

Edsurge

JUNE 9, 2020

In a paper Koedinger co-published in Science , he found that as instructors consider their course design and teaching options during a typical college course, they’re picking from trillions of possibilities. That data, he says, comes from him asking questions like ‘What did you learn this semester?’

Education 218

Education Learning Textbooks Instructors 218