Faculty Focus

OCTOBER 13, 2024

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. Instead of thinking about the LMS as simply a repository for course essentials (syllabus, contact information, etc.), across the course.

Syllabus 122

Syllabus Instructors Assignments Faculty Development 122

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 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

OCTOBER 15, 2023

What’s it like going from one course that simply posts a syllabus in the LMS to another that makes more robust use of the tools and features? We sought feedback from our undergraduate students regarding their preferences for faculty use of the LMS. Easy access to lecture materials and study guides added to their convenience. 

Syllabus 126

Syllabus Instructors Peer Review Lecturing 126

Faculty Focus

JANUARY 18, 2024

I was handed a syllabus, a classroom, and students, and left to figure out the rest on my own. In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. Utilize the Wise feedback model. Use formative assessment.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

JUNE 2, 2024

Aside from a bare-bones syllabus, the professor never showed up. In my teaching practice, I order content in weekly modules that align directly with the course calendar provided in the syllabus. My first and only fully online class taken as an undergraduate student was a complete disaster.

Syllabus 131

Syllabus Course Design Learning Students 131

Faculty Focus

OCTOBER 13, 2024

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. Instead of thinking about the LMS as simply a repository for course essentials (syllabus, contact information, etc.), across the course.

Syllabus 105

Syllabus Instructors Assignments Faculty Development 105

Faculty Focus

JANUARY 18, 2024

I was handed a syllabus, a classroom, and students, and left to figure out the rest on my own. In preparing that first course, I focused on what I thought were the essentials of teaching: finalizing the syllabus, picking the readings, and writing the assignments. Utilize the Wise feedback model. Use formative assessment.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

OCTOBER 15, 2023

What’s it like going from one course that simply posts a syllabus in the LMS to another that makes more robust use of the tools and features? We sought feedback from our undergraduate students regarding their preferences for faculty use of the LMS. Easy access to lecture materials and study guides added to their convenience. 

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111

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

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 143

Academic Integrity Exams Assignments Instructors 143

Faculty Focus

JANUARY 21, 2024

Five strategies to foster sense of belonging Be caring and authentic: Syllabus policies and language, as well as introductory comments on the first day of class, set the tone for an entire term. Based on student feedback, make necessary adjustments and/or remind students of the shared agreements (Lovett, et al.,

Syllabus 132

Syllabus Exams Students Motivation 132

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

JUNE 2, 2024

Aside from a bare-bones syllabus, the professor never showed up. In my teaching practice, I order content in weekly modules that align directly with the course calendar provided in the syllabus. My first and only fully online class taken as an undergraduate student was a complete disaster.

Syllabus 109

Syllabus Course Design Learning Students 109

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

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 Languages 98

Faculty Focus

SEPTEMBER 29, 2024

HSC also planned for logistical matters needed to enact the policy and reviewed and provided feedback to SSC’s project components. The last face-to-face collaborative session was designed to share policy proposals, answer thought provoking and logistic-related questions, and ultimately vote for the most impactful policy.

Syllabus 105

Syllabus Science History Communication 105

Faculty Focus

JANUARY 21, 2024

Five strategies to foster sense of belonging Be caring and authentic: Syllabus policies and language, as well as introductory comments on the first day of class, set the tone for an entire term. Based on student feedback, make necessary adjustments and/or remind students of the shared agreements (Lovett, et al.,

Syllabus 101

Syllabus Exams Students Motivation 101

Faculty Focus

SEPTEMBER 29, 2024

HSC also planned for logistical matters needed to enact the policy and reviewed and provided feedback to SSC’s project components. The last face-to-face collaborative session was designed to share policy proposals, answer thought provoking and logistic-related questions, and ultimately vote for the most impactful policy.

Syllabus 98

Syllabus Science History Communication 98

Edsurge

APRIL 26, 2018

As many #DLNchat -ters pointed out, they are efficient and thus attractive assessment tools for instructors of large courses. One longer answer was provided by Lloyd Dean: “Ongoing diagnostic and formative assessments are a critical part of the feedback process. They enable learners to objectively underage [sic] their own progress.

Assignments 93

Assignments Exams Learning Instructors 93

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

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.

Disabilities 64

Disabilities Course Design Students Lecturing 64

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

Scholarly Teacher

DECEMBER 11, 2024

2020; Lang 2021; McRee 2012), results are often self-reported assessments and focus on the characteristics of the instruction such as good course design or expert presentation; less typically does the research focus solely on the learner (Gore et al., I then modified the instruction based on their feedback, immediately.

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52

Edsurge

FEBRUARY 17, 2017

For a typical course that goes through the process, 25 to 35 beta testers spend a week sampling lectures and quizzes and giving feedback and suggestions. Engers says he only participates every so often, but when he does sign up to test a course, he spends about four to six hours trying out fragments of it.

Testing 166

Testing Lecturing Quizzes Textbooks 166