Faculty Focus

MAY 15, 2025

This project started with a deceptively simple question: What arent our students telling us? I wanted to change thatnot just by asking better questions, but by building an open-access platform that would amplify student voices and inform actionable change. Tessa Wolf strengthened our commitment to inclusive course design.

Disabilities 55

Disabilities Course Design Lecturing Students 55

Edsurge

APRIL 8, 2020

As professors and K-12 teachers adjust to the sudden move to online teaching, one question keeps coming up: How much of class time should be done live—known in education parlance as “synchronous” teaching—and how much should be done so that students can do the work at their convenience—or “asynchronous” teaching.

Teaching 218

Teaching Instructors Distance Learning Lecturing 218

Edsurge

NOVEMBER 21, 2018

A) Choose questions that most students will be able to answer correctly. B) Vary the types of poll questions beyond multiple choice. D) Stress that students answer questions independent of their peers. Here are a few tips: Scaffold your questions as class progresses. Select all that apply. Play with the polls.

Instructors 145

Instructors Multiple Choice Questions Course Design Discussions 145

Faculty Focus

NOVEMBER 29, 2022

Priming your students will provide solutions to these questions. 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. a concept map).

Knowledge 126

Knowledge Quizzes Students Learning 126

Edsurge

DECEMBER 5, 2016

At the university level, course design has traditionally been easy for faculty to manage on their own—until, that is, digital technologies began to play a role and online courses started to take off. Students need tools and knowledge that allow them to navigate their future roles with agility.

Interdisciplinary 166

Interdisciplinary Ethics Learning Learning Styles 166

Faculty Focus

AUGUST 4, 2024

Lightboards are a potential solution for helping learners codify more complex knowledge. By utilizing a two-channel approach to deliver instruction, the presenter can use voice and visual hand movement to help the learner codify knowledge (Mayer, 2021). Cognitive load theory states that our working memory is limited (Sweller, et al.,

Online Learning 111

Online Learning Learning Tools Instructors Learning 111

Faculty Focus

JANUARY 8, 2023

I have seen friends on Facebook create decent songs and stunning artistic creations with little knowledge of music or art, all after spending a bit of time getting to know an AI art or music generator. While foundational knowledge is required for higher-order thinking, we often focus primarily or almost exclusively on the foundational.

Metacognitive Skills 138

Metacognitive Skills Ethics Writing Plagiarism 138

Edsurge

APRIL 30, 2020

They dug into the principles of universal design for learning, how instructions can use rubrics to empower students to demonstrate knowledge in many different ways, and how to break up class sessions to make it easier for everyone to participate fully. Audience question]: So I had a question about students with ADHD.

Accessibility 218

Accessibility Disabilities Universal Design Syllabus 218

Edsurge

MAY 16, 2024

She’s also director of the Center for Teaching Excellence there, which provides faculty with support for instruction, edtech, course design, classroom management and grading. And for me as an educator, I always really subscribe to Paolo Freire's thoughts on the idea that you build knowledge together in the classroom with students.

Students 202

Students Instructors Lecturing Participation 202

Faculty Focus

AUGUST 4, 2024

Lightboards are a potential solution for helping learners codify more complex knowledge. By utilizing a two-channel approach to deliver instruction, the presenter can use voice and visual hand movement to help the learner codify knowledge (Mayer, 2021). Cognitive load theory states that our working memory is limited (Sweller, et al.,

Online Learning 98

Online Learning Learning Tools Instructors Learning 98

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 151

Academic Integrity Exams Assignments Instructors 151

Faculty Focus

NOVEMBER 29, 2022

Priming your students will provide solutions to these questions. 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. a concept map).

Knowledge 98

Knowledge Quizzes Students Learning 98

Faculty Focus

MAY 11, 2025

Given this reality in which AI can provide and synthesize information for and to our students at their requests in seconds, it is not completely paranoid to ask the question, What can we, as college instructors, offer our students in the age of AI? The empathetic course design perspective. Teaching of Psychology, 52 (1), 45-52.

Instructors 115

Instructors Motivation Critical Thinking Students 115

Edsurge

MARCH 29, 2017

Learning Design First, Production Values Second When organizations decide to produce an online course, many quickly jump into questions of video production and start lining up a film crew and maybe even hiring an animator. Yet, until we get the learning design right, these questions about production values are premature.

Instructors 150

Instructors Education Lecturing Knowledge 150

Scholarly Teacher

NOVEMBER 13, 2024

As promoted by Zakrajsek (2016) , all learning is by nature an active process since it requires the learner to actively engage with the act of making available knowledge their own. It won’t be sufficient to ask the students to select answers to questions without using those answers to provide them an opportunity to learn.

Lecturing 98

Lecturing Active Learning Activities STEM 98

Faculty Focus

FEBRUARY 26, 2023

Experiential learning is a process through which a learner constructs knowledge, skill, and value from direct experience. It is inductive, beginning with raw experience that is processed through an intentional learning format and transformed into working, usable knowledge. Why experiential learning i nside the classroom?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Edsurge

JULY 1, 2017

Instructors and students need fresh markers and clean, effective erasers to focus on creating and synthesizing knowledge, not smudging it with their fist. “I A classroom can be feature-rich and highly flexibly, however this needs to be supported by course design, technical support, and ongoing evaluation.

Active Learning 148

Active Learning Activities Learning Instructors 148

Edsurge

NOVEMBER 8, 2017

The rise of the knowledge economy is driving a tectonic shift in the nature of work—and in the education ecosystem that prepares learners for their careers. We are only just starting to see these partnerships form in meaningful ways. And Google recently announced plans to donate $1 billion to nonprofits explicitly to train tech workers.

Skills 304

Skills Course Design Instructors Achievement 304

Faculty Focus

JANUARY 5, 2025

Instructional designers are experts who use their flexibility, knowledge, and skills in theory and practice to help faculty adapt to new ways of educating students (Pollard & Kumar, 2022). They help faculty use a data-driven lens when making decisions about teaching and learning in their course. Schwier, R, Campbell.

Schools 122

Schools Syllabus Authentic Assessment Evaluation 122

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 67

Course Design Students Active Learning Activities 67

Faculty Focus

APRIL 23, 2023

This is the question that faculty ask themselves silently, or among their colleagues. I find the question to be valid, therefore, start with a clear objective and focus. Therefore, allow faculty to self-question, write in a learning journal, and practice shared planning. A sk thought-provoking questions. Why are we here?

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

NOVEMBER 1, 2022

I recommend looking at your current teaching content with a question, “What’s the most important information I want students to learn here?” The post Recovering Student Engagement at Mid-course Time appeared first on Faculty Focus | Higher Ed Teaching & Learning.

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

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

JANUARY 8, 2023

I have seen friends on Facebook create decent songs and stunning artistic creations with little knowledge of music or art, all after spending a bit of time getting to know an AI art or music generator. While foundational knowledge is required for higher-order thinking, we often focus primarily or almost exclusively on the foundational.

Metacognitive Skills 98

Metacognitive Skills Ethics Writing Plagiarism 98

Faculty Focus

JUNE 16, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

MAY 15, 2025

This project started with a deceptively simple question: What arent our students telling us? I wanted to change thatnot just by asking better questions, but by building an open-access platform that would amplify student voices and inform actionable change. Tessa Wolf strengthened our commitment to inclusive course design.

Disabilities 64

Disabilities Course Design Lecturing Students 64

Faculty Focus

JANUARY 5, 2025

Instructional designers are experts who use their flexibility, knowledge, and skills in theory and practice to help faculty adapt to new ways of educating students (Pollard & Kumar, 2022). They help faculty use a data-driven lens when making decisions about teaching and learning in their course. Schwier, R, Campbell.

Schools 105

Schools Syllabus Authentic Assessment Evaluation 105

Faculty Focus

NOVEMBER 12, 2024

It not only reinforces vocabulary and grammatical structures but also helps students synthesize their knowledge in a way that supports the other core language skills: reading, speaking, and listening. Each theme included prompt questions designed to encourage the use of specific vocabulary covered during the course.

Language 124

Language Languages Writing Communication 124

Faculty Focus

FEBRUARY 26, 2023

Experiential learning is a process through which a learner constructs knowledge, skill, and value from direct experience. It is inductive, beginning with raw experience that is processed through an intentional learning format and transformed into working, usable knowledge. Why experiential learning i nside the classroom?

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

JULY 7, 2024

The second domain focuses on making an effort to acknowledge the knowledge, skills, and abilities that team members contribute to improving a process. The first domain is associated with taking a team approach to maintain shared values, engage in ethical conduct, and engage in respect for each other.

Learning 111

Learning Universal Design Fairness Course Design 111

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. Image courtesy of Unsplash.

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

APRIL 6, 2023

A well-written teaching philosophy statement should act as a guide during course design, development, instruction, and assessment as well as through programmatic development and revision. I encourage you to spend a few moments each semester to review your philosophy and to reflect on the practices you employ in your courses.

Teaching Philosophy 111

Teaching Philosophy Teaching Beliefs Universal Design 111

Faculty Focus

APRIL 23, 2023

This is the question that faculty ask themselves silently, or among their colleagues. I find the question to be valid, therefore, start with a clear objective and focus. Therefore, allow faculty to self-question, write in a learning journal, and practice shared planning. A sk thought-provoking questions. Why are we here?

Evaluation 95

Evaluation Participation Knowledge Learning Styles 95

Edsurge

AUGUST 19, 2016

What I find truly innovative about these platforms is their ability to bring together all of your library’s content, in addition to the OERs, to not only save money, but help faculty become more creative with their course design. This is not a simple question to answer; it requires a paradigm shift that many institutions resist.

Textbooks 123

Textbooks Syllabus Course Design Communication 123

Edsurge

APRIL 26, 2018

I often think of standard assessments as ‘show me what you know’ and alternative assessments as ‘demonstrate what you can do with that knowledge.’” But why, then, do so many courses still rely on exams? They are a single result to a complex question that is highly dependent on perspective. I'm excited to read more!

Assignments 101

Assignments Exams Instructors Learning 101

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