Edsurge

AUGUST 13, 2016

In fact, decades of research reveal that students: are poor judges of the efficacy of their learning efforts. prefer instructional formats that produce inferior learning outcomes. believe that things like learning styles and brain hemispheres influence learning. And I'm being generous here. References Bjork, E.

Education 159

Education Evaluation Failure Essay 159

Faculty Focus

APRIL 18, 2023

All sections of bi-modal courses receive a copy over of the asynchronous LMS master course. The faculty team could be consulted as to what materials should be placed in the master course. Every educator has the same course design and materials. Flexible (UDL) assignment design. Flexible student attendance.

Exams 96

Exams Course Design Assignments Learning 96

Faculty Focus

JANUARY 21, 2024

If you are like most of those with whom I work, you spend hours identifying the desired learning outcomes, essential understandings and skills, and appropriate materials. This then leads to countless hours of designing assessments and learning experiences. This type of intellectual rigor is desirable in course design.

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 116

Plagiarism Syllabus Ethics Feedback 116

Faculty Focus

SEPTEMBER 19, 2023

Assessment is a critical component of the teaching and learning process. However, assessment is more than just grading and is often misunderstood. On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019).

Fairness 122

Fairness Instructors Feedback Evaluation 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 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

FEBRUARY 26, 2023

Experiential learning assists students to master complex subjects and to gain a deep understanding of fundamental principles that need to be applied later. Assess the extent to which the students achieved the desired learning outcomes. Some of the questions to address here are: What products will demonstrate learning?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

SEPTEMBER 19, 2023

Assessment is a critical component of the teaching and learning process. However, assessment is more than just grading and is often misunderstood. On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019).

Fairness 109

Fairness Instructors Feedback Evaluation 109

Faculty Focus

AUGUST 29, 2024

It requires coordination among faculty members, negotiation of curriculum, teaching styles, and grading criteria, and developing a sense of community among students from diverse disciplines. Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. Measuring learning outcomes.

Interdisciplinary 111

Interdisciplinary Study Multidisciplinary Metacognitive Skills 111

Faculty Focus

JUNE 25, 2023

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. I prioritized learning over grades.”

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

JANUARY 21, 2024

If you are like most of those with whom I work, you spend hours identifying the desired learning outcomes, essential understandings and skills, and appropriate materials. This then leads to countless hours of designing assessments and learning experiences. This type of intellectual rigor is desirable in course design.

Syllabus 93

Syllabus Exams Students Motivation 93

Faculty Focus

APRIL 16, 2024

For optimal effectiveness, the pre-course purpose should be clearly defined with student learning outcomes that inform, excite, and prepare students for their upcoming course material. After the student learning outcomes have been defined, the creation of the pre-course does not have to be complex.

Exams 69

Exams Quizzes Students Course Design 69

Faculty Focus

JUNE 25, 2023

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. I prioritized learning over grades.”

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

FEBRUARY 26, 2023

Experiential learning assists students to master complex subjects and to gain a deep understanding of fundamental principles that need to be applied later. Assess the extent to which the students achieved the desired learning outcomes. Some of the questions to address here are: What products will demonstrate learning?

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

AUGUST 29, 2024

It requires coordination among faculty members, negotiation of curriculum, teaching styles, and grading criteria, and developing a sense of community among students from diverse disciplines. Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. Measuring learning outcomes.

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Metacognitive Skills 98

Scholarly Teacher

NOVEMBER 20, 2024

We learned that feedback related to linguistic implicit biases usually centered on: assumptions about relevant real-world contexts, misconceptions about knowledge and abilities, and rubric grading for grammar vs rhetorical intentions. 2024; Montenegro & Jankowski, 2017; Tinto, 2017; Winklemes, 2016). Occasional Paper No.

Teaching 98

Teaching Instructors English Language 98

Edsurge

SEPTEMBER 11, 2018

But it’s increasingly unclear if online learning is living up to its promise for students, even as digital learning makes its way into more institutions’ offerings. The quality of online courses still varies drastically, and research shows there are major racial disparities in digital-learning outcomes.

Instructors 130

Instructors Distance Learning Students Online Learning 130

Edsurge

OCTOBER 24, 2019

And for some faculty, the biggest question is: What about the extras the publishers give us (like those homework systems that automatically grade work students turn in)? So far, OpenStax Tutor is available for beta testing in physics, biology and sociology courses. Open materials return some power to professors.

Textbooks 119

Textbooks Instructors History Syllabus 119