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 115

Exams Quizzes Students Course Design 115

Faculty Focus

APRIL 23, 2023

When faculty have access to continuous learning opportunities, they become more equipped to meet the needs of students. In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning. N avigate using technology and present information visually.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

MAY 30, 2023

Students reported feeling more engaged in the revised course; this attitudinal shift was reflected in higher levels of activity in the activity in the discussion forums (posting well beyond the required participation).

Student Engagement 98

Student Engagement Assignments Instructors Students 98

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

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 106

Learning Evaluation Students Course Design 106

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 99

Learning Evaluation Students Course Design 99

Faculty Focus

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Applying Andragogy to Online Course Design to Increase Student Engagement and Success.

Student Engagement 106

Student Engagement Instructors Lecturing Students 106

Faculty Focus

APRIL 23, 2023

When faculty have access to continuous learning opportunities, they become more equipped to meet the needs of students. In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning. N avigate using technology and present information visually.

Evaluation 92

Evaluation Participation Knowledge Learning Styles 92

Faculty Focus

JUNE 25, 2023

Students might not be experts at course content, but if we engage them in codesigning a course, they will participate fully as colleagues in the teaching-learning experience. Students, however, are experts on what, why, and how they learn. In a professional coaching relationship, the coachee serves as the expert.

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

AUGUST 13, 2023

“A disability may be the result of combinations of impairments and environmental barriers , such as attitudinal barriers, inaccessible information, an inaccessible built environment or other barriers that affect people’s full participation in society [i].” We also list a few simple suggestions for improving learning spaces.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

“A disability may be the result of combinations of impairments and environmental barriers , such as attitudinal barriers, inaccessible information, an inaccessible built environment or other barriers that affect people’s full participation in society [i].” We also list a few simple suggestions for improving learning spaces.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

JUNE 25, 2023

Students might not be experts at course content, but if we engage them in codesigning a course, they will participate fully as colleagues in the teaching-learning experience. Students, however, are experts on what, why, and how they learn. In a professional coaching relationship, the coachee serves as the expert.

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

NOVEMBER 29, 2022

Priming is a strategy that introduces a new topic to students in a way that facilitates their academic learning because they know what they can expect. Priming prepares students for upcoming information or a learning activity before they receive the information or participate in the activity in a course.

Knowledge 126

Knowledge Quizzes Learning Students 126

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 72

Exams Quizzes Students Course Design 72

Faculty Focus

APRIL 15, 2025

With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. Applying Andragogy to Online Course Design to Increase Student Engagement and Success.

Student Engagement 82

Student Engagement Instructors Lecturing Students 82

Faculty Focus

MARCH 16, 2025

This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. These activities encourage students to make meaningful connections between new and prior learning, solidifying their understanding and preparing them for future learning.

Counselling 89

Counselling Learning Lecturing Knowledge 89

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.

Instructors 52

Instructors Curriculum Quizzes Lecturing 52

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. University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Teaching 98

Teaching Instructors English Languages 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 131

Instructors Distance Learning Students Online Learning 131

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 97

Laboratory Failure Education Study 97

Faculty Focus

NOVEMBER 29, 2022

Priming is a strategy that introduces a new topic to students in a way that facilitates their academic learning because they know what they can expect. Priming prepares students for upcoming information or a learning activity before they receive the information or participate in the activity in a course.

Knowledge 98

Knowledge Quizzes Learning Students 98

Edsurge

OCTOBER 24, 2019

Since professors typically require use of these tools to participate in class, students complain that they are essentially being charged to turn in their assignments. So far, OpenStax Tutor is available for beta testing in physics, biology and sociology courses. Open materials return some power to professors.

Textbooks 118

Textbooks Instructors History Syllabus 118

Faculty Focus

MARCH 16, 2025

This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. These activities encourage students to make meaningful connections between new and prior learning, solidifying their understanding and preparing them for future learning.

Counselling 67

Counselling Learning Lecturing Knowledge 67

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., At that point, only one or two students did not participate. Meyers, & D.

Teaching 52

Teaching Instructors Syllabus 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.

Universal Design 116

Universal Design Course Design Learning Syllabus 116