Faculty Focus

FEBRUARY 26, 2023

Experiential learning in its many forms is widely recognized as a high-impact educational practice, one that has been thoroughly tested and shown to be beneficial to a wide spectrum of college students. Experiential learning is a process through which a learner constructs knowledge, skill, and value from direct experience.

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

APRIL 15, 2025

This involves evaluating the most effective methods and learning environments to engage students and enhance their achievement of desired learning outcomes. Two such approachesmicrolearning and andragogyoffer promising solutions to enhance student engagement and knowledge retention. References Bustillo-booth, M.

Student Engagement 112

Student Engagement Instructors Lecturing Students 112

Faculty Focus

AUGUST 29, 2024

This requires the seamless integration of knowledge and skills across various disciplines to address Mars’s multifaceted challenges. Space scientists and engineers collaborate on spacecraft design, propulsion, and landing systems, recognizing the synergy essential for safe human transport. 2009; Kezar & Elrod, 2012).

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Metacognitive Skills 98

Faculty Focus

NOVEMBER 29, 2022

These are: pre-exposure, activating prior knowledge, and retrieval practice. When we understand the different ways of priming and how they work, we can better identify opportunities for incorporating priming into our courses and programs. Activating prior knowledge. a concept map). Retrieval practice.

Knowledge 98

Knowledge Quizzes Students Learning 98

Faculty Focus

MAY 11, 2025

We cannot compete with the other resources available to our students in our fundamental content knowledge. Our role is to inspire our students to learn that content. The empathetic course design perspective. Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes.

Instructors 115

Instructors Motivation Critical Thinking Students 115

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 111

Learning Evaluation Students Course Design 111

Faculty Focus

APRIL 23, 2023

The process of reflection is a cycle that needs to be repeated: Teach Self-assess the effect of your teaching Consider new ways of teaching to improve the quality of learning Try these ideas in practice Repeat the process Reflective practice is learning through and from experience while gaining new insights into self-practice (Finely, 2008).

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

JANUARY 12, 2025

Although the ideas presented in this article stem from a continuous topic of exploration in higher education, (see Beard & Wilson, 2006; Cantor, 1995; Finely & Bowen, 2021; Tormey, 2022 for further research), this article summarizes our learning and interpretations when creating experiential learning opportunities for our students.

Learning 104

Learning Evaluation Students Course Design 104

Faculty Focus

FEBRUARY 26, 2023

Experiential learning in its many forms is widely recognized as a high-impact educational practice, one that has been thoroughly tested and shown to be beneficial to a wide spectrum of college students. Experiential learning is a process through which a learner constructs knowledge, skill, and value from direct experience.

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

MARCH 16, 2025

An Anticipatory Set For me, a well-designed class begins with an anticipatory set and a review of prior learning. These activities work together to engage students, activate their prior knowledge, and prepare them for new content. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 95

Counselling Learning Lecturing Knowledge 95

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 123

Plagiarism Syllabus Ethics Feedback 123

Faculty Focus

APRIL 16, 2024

Just as a chef with pre-developed culinary skills meticulously selects ingredients and carefully plans before creating a masterpiece, educators must equip students with the foundational knowledge and skills necessary for their academic success.

Exams 77

Exams Quizzes Students Course Design 77

Faculty Focus

MAY 30, 2023

This alternative student-centered assessment structure moves away from the conventional approach, opting instead for a more diversified and inclusive model of assessment that gives students the agency to choose how to best demonstrate their knowledge.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

Faculty Focus

APRIL 15, 2025

This involves evaluating the most effective methods and learning environments to engage students and enhance their achievement of desired learning outcomes. Two such approachesmicrolearning and andragogyoffer promising solutions to enhance student engagement and knowledge retention. References Bustillo-booth, M.

Student Engagement 89

Student Engagement Instructors Lecturing Students 89

Faculty Focus

APRIL 23, 2023

The process of reflection is a cycle that needs to be repeated: Teach Self-assess the effect of your teaching Consider new ways of teaching to improve the quality of learning Try these ideas in practice Repeat the process Reflective practice is learning through and from experience while gaining new insights into self-practice (Finely, 2008).

Evaluation 95

Evaluation Participation Knowledge Learning Styles 95

Faculty Focus

JUNE 25, 2023

Their aim in teaching was to instill knowledge as if the students were empty vessels into which the professor simply poured content. One-page syllabus On the first day of class, we reviewed their answers to the appreciative inquiry and discussed how we could be colleagues in this course. What could they contribute to their own success?

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

JUNE 25, 2023

Their aim in teaching was to instill knowledge as if the students were empty vessels into which the professor simply poured content. One-page syllabus On the first day of class, we reviewed their answers to the appreciative inquiry and discussed how we could be colleagues in this course. What could they contribute to their own success?

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Scholarly Teacher

NOVEMBER 20, 2024

Modeled after the program at Bryn Mawr College, the student-faculty partnership program at the University of Texas Rio Grande Valley (URTGV), one of the largest Hispanic-Serving Institutions in the nation, aims to create educational spaces in direct response to students’ experiences, knowledge, and insights. Occasional Paper No.

Teaching 98

Teaching Instructors English Languages 98

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 52

Instructors Curriculum Quizzes Lecturing 52

Edsurge

OCTOBER 24, 2019

OpenStax and Rice scientists and developers collaborate with external researchers to test and publish papers about, for example, the effects that personalized question selection has on learning outcomes and whether natural language processing algorithms can nudge students to improve their responses to short-answer questions.

Textbooks 119

Textbooks Instructors History Syllabus 119

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

MARCH 16, 2025

An Anticipatory Set For me, a well-designed class begins with an anticipatory set and a review of prior learning. These activities work together to engage students, activate their prior knowledge, and prepare them for new content. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 74

Counselling Learning Lecturing Knowledge 74

Edsurge

APRIL 1, 2017

For example, research in educational psychology often is characterized by efforts to investigate isolated interventions, in carefully controlled laboratory conditions, under short time frames, using motivated participants and focusing on learning outcomes like retention.

Laboratory 102

Laboratory Failure Education Study 102

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces. Here are a few key suggestions to make the course more accessible.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. We also list a few simple suggestions for improving learning spaces. Here are a few key suggestions to make the course more accessible.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

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., In these spaces, the teacher is not the only one with knowledge.

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52

Faculty Focus

OCTOBER 9, 2022

2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility. In turn, student attendance increases learning (Abdelmalak & Parra, 2016). Integrating UDL within a HyFlex model. Representation.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

AUGUST 25, 2024

Beyond this foreshadowing, instructors should have their students do something on the first day that begins their learning and establishes the classroom as a supportive community of learners. Throughout these activities, instructors should model their authentic engagement in the course, intrigue their students with the content (e.g.,

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

Beyond this foreshadowing, instructors should have their students do something on the first day that begins their learning and establishes the classroom as a supportive community of learners. Throughout these activities, instructors should model their authentic engagement in the course, intrigue their students with the content (e.g.,

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). Please understand that the inclusion of such content in this course is not meant to cause distress on your behalf, but rather to expand your knowledge of these topics and how they manifest in the world around us. The empathic course design perspective.

Syllabus 119

Syllabus Course Design Instructors Teaching Philosophy 119

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). Please understand that the inclusion of such content in this course is not meant to cause distress on your behalf, but rather to expand your knowledge of these topics and how they manifest in the world around us. The empathic course design perspective.

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111