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 121

Feedback Course Design Instructors Education 121

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 110

Feedback Course Design Instructors Education 110

Ask a Tech Teacher

AUGUST 12, 2019

It’s clear to me that the course design–how I lay out the mix of resources, homework, classwork, and more–affects how students absorb and share knowledge. One of our Ask a Tech Teacher contributors knows a lot about how course design impacts learning. All of this starts with a good course design.

Course Design 80

Course Design Students Exams Feedback 80

Edsurge

MARCH 7, 2024

That’s an approach that’s grown over the past decade or so where colleges try to harness the digital breadcrumbs left by students as they move through digital platforms and online course materials to find patterns that can improve course design and even personalize material for individual students. “AI

Intelligence 212

Intelligence Syllabus Feedback Assignments 212

eSchool News

JULY 20, 2016

Stanford University’s Graduate School of Education has launched a short online course designed specifically to help educators create rich and meaningful opportunities for communication within the classroom. The course, Effective Conversation in the Classroom, launches in August with three online sessions. Read more.

Teaching 186

Teaching Exams Disabilities Learning 186

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. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 121

Plagiarism Syllabus Ethics Feedback 121

Faculty Focus

OCTOBER 6, 2024

Research on faculty perceptions suggests that the ideal enrollment for online courses is lower than what they would consider suitable for high-enrollment courses, with course design playing a crucial role. 2021) Immediate or timely detailed feedback is especially important in online and condensed courses.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

Faculty Focus

SEPTEMBER 19, 2023

However, assessment is more than just grading and is often misunderstood. In order to provide useful information to instructors and students about student achievement, it must be understood that student assessment is more than just a grade because it should link student performance to specific learning objectives.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Edsurge

SEPTEMBER 10, 2017

I currently work at Allen Academy in Bryan, Texas, as the Head of Middle and Upper School and I teach one 8th grade geography class. I had been teaching eighth grade geography for four years at that point, and historically, I had used a textbook and pacing chart to cover the curriculum. Learning journey for 11th and 12th grade AP U.S.

Syllabus 158

Syllabus Learning Course Outline History 158

Faculty Focus

OCTOBER 13, 2024

Learning Management Systems shouldn’t be seen as simply a catchall for handouts or a place to enter grades; when used effectively, the LMS can be a powerful tool for engaging learners and helping them connect with their professors, peers, and the content they’re learning. Many faculty already use an LMS, but how they use it is important.

Syllabus 122

Syllabus Instructors Assignments Faculty Development 122

eSchool News

JUNE 27, 2016

Just in time for ISTE 2016 and bolstered by Odysseyware’s new Search by Standards feature, these courses were created in response to educators’ demand for more personalized, flexible, and standards-aligned content. The new national courses include the following: · Odysseyware Grades 6–12 ELA and Math Fundamental courses; · Spanish III; and.

Course Design 114

Course Design History Math Feedback 114

Faculty Focus

JUNE 2, 2024

Most of our grade was supposed to come from a single class project, but no assignment instructions were ever posted. But what about this assignment that was worth so much of our grade? Aside from a bare-bones syllabus, the professor never showed up. I emailed the professor and waited…and waited…and waited—silence.

Syllabus 131

Syllabus Course Design Learning Students 131

Faculty Focus

SEPTEMBER 19, 2023

However, assessment is more than just grading and is often misunderstood. In order to provide useful information to instructors and students about student achievement, it must be understood that student assessment is more than just a grade because it should link student performance to specific learning objectives.

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. Rather than treating assessment as endemic to grades or any other static category, assessment should prioritize movement.

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

OCTOBER 15, 2023

We sought feedback from our undergraduate students regarding their preferences for faculty use of the LMS. Their feedback yielded three major recommendations for how faculty can use the LMS to enhance the face-to-face learning experience:  1. Clarity is key: Provide crystal-clear instructions for assignments and grading criteria.

Syllabus 126

Syllabus Instructors Peer Review Lecturing 126

Faculty Focus

JANUARY 18, 2024

Provide meaningful feedback Another way to achieve both of the above goals, and support student learning, is to provide students with clear, supportive feedback on their work. This recommendation might sound daunting at first, so here are some tips to make providing feedback easier for you and more meaningful for students.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

OCTOBER 6, 2024

Research on faculty perceptions suggests that the ideal enrollment for online courses is lower than what they would consider suitable for high-enrollment courses, with course design playing a crucial role. 2021) Immediate or timely detailed feedback is especially important in online and condensed courses.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

Faculty Focus

OCTOBER 27, 2024

Pro tip: Consider employing the notes column within your LMS grade book to reference and utilize student information gathered from the questionnaire. Be Present Being present in your online course goes beyond delivering the curriculum and providing assignment feedback. Make it easy for students to reach you.

Instructors 116

Instructors Students Minute Papers Course Design 116

Ask a Tech Teacher

FEBRUARY 7, 2022

All classes follow an easy-to-use course design: establish goals–what students will learn by the end of the class. Search the course catalogue by 1) credit type (Quick Classes, PD, or grad school credit), 2) content, 3) Academic partner (the college or University you are sending credits to), or 4) grade level.

Teaching 179

Teaching Education Learning Assignments 179

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. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

JANUARY 18, 2024

Provide meaningful feedback Another way to achieve both of the above goals, and support student learning, is to provide students with clear, supportive feedback on their work. This recommendation might sound daunting at first, so here are some tips to make providing feedback easier for you and more meaningful for students.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

OCTOBER 13, 2024

Learning Management Systems shouldn’t be seen as simply a catchall for handouts or a place to enter grades; when used effectively, the LMS can be a powerful tool for engaging learners and helping them connect with their professors, peers, and the content they’re learning. Many faculty already use an LMS, but how they use it is important.

Syllabus 105

Syllabus Instructors Assignments Faculty Development 105

Faculty Focus

DECEMBER 10, 2023

Adding quiz due dates also provided students with grades and feedback earlier in the semester. Walvoord and Anderson (2010) and Wiggins (2012) suggest that a standard timeline to return graded work is five to seven days after the assignment is submitted.  7 keys to effective feedback.  link] The Danielson Group (2023).

Quizzes 126

Quizzes Teaching Learning Feedback 126

Faculty Focus

OCTOBER 27, 2024

Pro tip: Consider employing the notes column within your LMS grade book to reference and utilize student information gathered from the questionnaire. Be Present Being present in your online course goes beyond delivering the curriculum and providing assignment feedback. Make it easy for students to reach you.

Instructors 105

Instructors Students Minute Papers Course Design 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. Rather than treating assessment as endemic to grades or any other static category, assessment should prioritize movement.

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

OCTOBER 15, 2023

We sought feedback from our undergraduate students regarding their preferences for faculty use of the LMS. Their feedback yielded three major recommendations for how faculty can use the LMS to enhance the face-to-face learning experience:  1. Clarity is key: Provide crystal-clear instructions for assignments and grading criteria.

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111

Faculty Focus

JUNE 2, 2024

Most of our grade was supposed to come from a single class project, but no assignment instructions were ever posted. But what about this assignment that was worth so much of our grade? Aside from a bare-bones syllabus, the professor never showed up. I emailed the professor and waited…and waited…and waited—silence.

Syllabus 108

Syllabus Course Design Learning Students 108

Edsurge

NOVEMBER 20, 2018

Photo Credit: Tina Nazerian Consider Pedagogy and Course Design Safeguarding a course from cheating can come down to the very design of the course itself. For example, a course that has two big tests worth 80 percent of a student’s grade can create anxiety because the stakes are so high.

Academic Integrity 148

Academic Integrity Exams Assignments Instructors 148

Edsurge

OCTOBER 7, 2019

Learn more about the Six Red Marbles' Learning Experience Design team , and how they moved Boston College's courses online. The difference between good and great course designers is the ability to serve as the eyes of the students,” says Evenchik.

Learning 138

Learning Gamification Course Design Textbooks 138

Faculty Focus

MARCH 19, 2023

A SWOT analysis The five stages of the Stanford Design Thinking Process were used to structure the course. Design thinking activities and assessments were designed at each stage of the course. Students also tracked threats and opportunities which are external factors that can help or hinder career development.

Course Design 116

Course Design Testing Feedback Assignments 116

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

DECEMBER 10, 2023

Adding quiz due dates also provided students with grades and feedback earlier in the semester. Walvoord and Anderson (2010) and Wiggins (2012) suggest that a standard timeline to return graded work is five to seven days after the assignment is submitted.  7 keys to effective feedback.  link] The Danielson Group (2023).

Quizzes 111

Quizzes Teaching Learning Feedback 111

Edsurge

APRIL 26, 2018

How do we move beyond grades to more meaningful demonstrations of learning? As many #DLNchat -ters pointed out, they are efficient and thus attractive assessment tools for instructors of large courses. Alex Kluge spoke for many when he said, “Grades are horrible, but they are a universally expected standard.

Assignments 96

Assignments Exams Instructors Learning 96

Scholarly Teacher

NOVEMBER 20, 2024

The program fosters student agency in learning through solidarity, creates a sense of belonging and self-efficacy for students and instructors, integrates teaching approaches responsive to students’ learning needs, and builds a culture of openness to student feedback (Cavazos, 2024; Cavazos & Chapa, 2023; Cavazos et al.,

Teaching 98

Teaching Instructors English Language 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 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

Edsurge

MARCH 7, 2017

When they wrote the LAB charter in 2013, Mote and Tucker designed a model that included college-prep academic rigor alongside life and leadership skills, particularly entrepreneurial learning. Since the school’s launch in 2014, their vision has come to life and the school has grown to serve 479 students in grades 6-8.

Schools 140

Schools Laboratory Language Languages 140