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. It also has the added benefit of allowing the professor to use it for many sections of the same course.

Lecturing

Edsurge

JANUARY 2, 2019

And improved access to devices and high-speed Wi-Fi means that traditional classrooms lectures need not be limited to the physical classroom space. In addition to using technology in my own biology courses, I also work with faculty across the country on how to teach with technology through an inclusive lens.

Technology

Edsurge

OCTOBER 10, 2017

Stop me if you’ve seen this one before: In an effort to encourage teachers to abandon traditional, lecture-style instruction in favor of next-generation learning models, we sit them down and ask them to listen for an hour or two. Or, in other words, we lecture teachers on the merits of ditching the lecture.

Teachers

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. Easy access to lecture materials and study guides added to their convenience. 

Syllabus

Faculty Focus

OCTOBER 13, 2024

Textbooks and course materials to review, syllabi to update, lessons to plan, lectures to prepare. Since the pandemic, which necessitated the use of Learning Management Systems (LMS) such as Canvas or Blackboard, there is now an additional component to consider in developing our courses.

Syllabus

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. It also has the added benefit of allowing the professor to use it for many sections of the same course.

Lecturing

Faculty Focus

NOVEMBER 1, 2022

Unlike the end-of-semester feedback, when gathering formative feedback on what’s helping or hindering student learning might be too late, mid-term analysis of our teaching and student learning may help motivate students and enhance their learning. Sound familiar? Adding small activities for engagement.

Student Engagement

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

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. Easy access to lecture materials and study guides added to their convenience. 

Syllabus

Faculty Focus

OCTOBER 13, 2024

Textbooks and course materials to review, syllabi to update, lessons to plan, lectures to prepare. Since the pandemic, which necessitated the use of Learning Management Systems (LMS) such as Canvas or Blackboard, there is now an additional component to consider in developing our courses.

Syllabus

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

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

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

Edsurge

MARCH 29, 2017

However, you can think of a pedagogically rich online course like a balanced meal that should strive to provide at least a serving of each. How to Build the 4 Types of Instructional Videos When kicking off course design, I typically build a detailed map of the whole learner experience, from signup to certificate of completion.

Instructors

Faculty Focus

MAY 15, 2025

Each semester, the surveys were refined based on student feedback and changing classroom dynamics. Dr. Emily Tarconish, a teaching professor in the College of Education, contributed her deep knowledge of Universal Design for Learning and accessible course design. They are co-creators of it. They asked to be heard.

Disabilities

Faculty Focus

AUGUST 8, 2024

Think about changes directed at some aspect of the course: assignments, exams, in-class activities, the feedback you provide to students. It makes sense to target whatever’s making the course tough to teach. But if you’re not terribly motivated, it wise to go with any targeted change that sparks your interest.

Motivation

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

Faculty Focus

FEBRUARY 26, 2023

Instead, they acquire information outside of class by reading, watching lectures recorded by the faculty member, or through many other online options. The students can learn the material by reading, conducting online research, lectures, or a combination of these modes. How will you provide feedback?

Learning

Faculty Focus

MARCH 16, 2025

Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? If you had to focus on one, two, or three essential factors, what would they be?

Counselling

Faculty Focus

OCTOBER 4, 2022

Some online students might view the lecture on a tablet or phone where these details are lost. All of this also requires feedback from both of your audiences. But what you don’t see is the feedback the host gets from the director and staff of the show. They watch the show on monitors in the control room.

Feedback

Faculty Focus

MARCH 4, 2025

Oppositely, small classrooms allow for more intimate interactions, personalized feedback, and flexible teaching methods (Wang & Calvano, 2022). Regular feedback loops, like short quizzes or reflective journals, can also help instructors gauge understanding and adapt their teaching as needed. References Beatty, B. EdTech Books.

Teaching

Faculty Focus

AUGUST 8, 2024

Think about changes directed at some aspect of the course: assignments, exams, in-class activities, the feedback you provide to students. It makes sense to target whatever’s making the course tough to teach. But if you’re not terribly motivated, it wise to go with any targeted change that sparks your interest.

Motivation

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

Faculty Focus

APRIL 15, 2025

Hence, in contrast to traditional lengthy lectures, microlearning helps move information from working memory to long-term memory more effectively. Furthermore, the use of formative assessments and timely feedback creates an environment where students feel supported and encouraged. Ekanayake Ms. References Bustillo-booth, M. Dixson, M.

Student Engagement

Faculty Focus

MARCH 4, 2025

Oppositely, small classrooms allow for more intimate interactions, personalized feedback, and flexible teaching methods (Wang & Calvano, 2022). Regular feedback loops, like short quizzes or reflective journals, can also help instructors gauge understanding and adapt their teaching as needed. References Beatty, B. EdTech Books.

Teaching

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

Faculty Focus

MARCH 20, 2025

Students were able to ask questions and get immediate answers or feedback, which was particularly satisfying and gave them confidence to move forward. This is not a lecture. Students do not want to be sermonized or given a one-hour soliloquy that doesnt give them the opportunity to speak. No black and white slides.

Student Engagement

Faculty Focus

FEBRUARY 26, 2023

Instead, they acquire information outside of class by reading, watching lectures recorded by the faculty member, or through many other online options. The students can learn the material by reading, conducting online research, lectures, or a combination of these modes. How will you provide feedback?

Learning

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. HyFlex courses can be deceptively difficult to do well. Provide course materials. IT expense and support.

Learning

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

Faculty Focus

MARCH 30, 2025

Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction. Personalized Feedback : AI tools like Grammarly flag errors, allowing instructors to refine feedback with comments like, “Expand this argument,” blending efficiency with mentorship (Pritts, 2023).

Faculty Development

Faculty Focus

NOVEMBER 8, 2022

Dr. Paul Acquaro is a lecturer with FOM University of Applied Science for Economics and Management in Berlin and an adjunct assistant professor teaching online with New York University’s School of Professional Studies. Stage 4: Implement the project.

Achievement

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. HyFlex courses can be deceptively difficult to do well. Provide course materials. IT expense and support.

Learning

Faculty Focus

MARCH 16, 2025

Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? If you had to focus on one, two, or three essential factors, what would they be?

Counselling

Faculty Focus

APRIL 15, 2025

Hence, in contrast to traditional lengthy lectures, microlearning helps move information from working memory to long-term memory more effectively. Furthermore, the use of formative assessments and timely feedback creates an environment where students feel supported and encouraged. Ekanayake Ms. References Bustillo-booth, M. Dixson, M.

Student Engagement

Faculty Focus

MARCH 30, 2025

Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction. Personalized Feedback : AI tools like Grammarly flag errors, allowing instructors to refine feedback with comments like, “Expand this argument,” blending efficiency with mentorship (Pritts, 2023).

Faculty Development

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