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. Reflection questions on a more personal level could include: In what ways did you do well in this experience? What criteria will you use to assess learning?

Problem-Based Learning 122

Problem-Based Learning Learning Students Lecturing 122

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

NOVEMBER 29, 2022

Would you like to prepare students for learning material with which they tend to struggle? Do you want to help students transition effectively from one learning activity to another? Priming your students will provide solutions to these questions. Read on for three useful ways to improve student learning. a concept map).

Knowledge 126

Knowledge Quizzes Students Learning 126

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? What college instructors are needed for, he said, is to motivate our students to learn.

Instructors 112

Instructors Motivation Critical Thinking Students 112

Faculty Focus

JUNE 25, 2023

They challenged students to take responsibility for their education and worked alongside them in the teaching and learning process as mentors or colleagues. They asked questions throughout class sessions and expected students to engage with the content. I chose to treat students as colleagues in the teaching-learning process.

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

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. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

MARCH 18, 2025

While many of our conversations have focused on what generative AI means for student assignments and learning outcomes, there’s another question faculty are askingoften individually and quietly: How can we leverage AI in our own academic and administrative work? And more importantly, should we?

Assignments 62

Assignments Testing Course Design Writing 62

Faculty Focus

JUNE 25, 2023

They challenged students to take responsibility for their education and worked alongside them in the teaching and learning process as mentors or colleagues. They asked questions throughout class sessions and expected students to engage with the content. I chose to treat students as colleagues in the teaching-learning process.

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Edsurge

SEPTEMBER 11, 2018

The quality of online courses still varies drastically, and research shows there are major racial disparities in digital-learning outcomes. Then we tried to answer the question, why this is happening? Xu: This is a great question. All of this is anchored in course design and online teaching, not one or the other.

Instructors 129

Instructors Distance Learning Students Online Learning 129

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. Reflection questions on a more personal level could include: In what ways did you do well in this experience? What criteria will you use to assess learning?

Problem-Based Learning 98

Problem-Based Learning Learning Students Lecturing 98

Faculty Focus

NOVEMBER 29, 2022

Would you like to prepare students for learning material with which they tend to struggle? Do you want to help students transition effectively from one learning activity to another? Priming your students will provide solutions to these questions. Read on for three useful ways to improve student learning. a concept map).

Knowledge 98

Knowledge Quizzes Students Learning 98

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. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.

Evaluation 89

Evaluation Participation Knowledge Learning Styles 89

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 96

Syllabus Exams Students Motivation 96

Scholarly Teacher

NOVEMBER 20, 2024

We share background about the student-faculty partnership program, define linguistic implicit biases, provide examples of how these biases manifest, offer recommendations for how to challenge them, and invite a dialogue through discussion questions. Image courtesy of Unsplash. Occasional Paper No. Inside Higher Education. link] Tinto, V.

Teaching 98

Teaching Instructors English Language 98

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. With OpenStax, the rationale is that it’s free.

Textbooks 119

Textbooks Instructors History Syllabus 119

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. in the language of learning outcomes for the later stage modules of programs). It is a key element in the higher levels of cognitive taxonomy and is reflected as such for sector quality (e,g.

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. in the language of learning outcomes for the later stage modules of programs). It is a key element in the higher levels of cognitive taxonomy and is reflected as such for sector quality (e,g.

Teaching 97

Teaching Learning Critical Thinking Evaluation 97

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

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. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 86

Counselling Learning Lecturing Knowledge 86

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

Scholarly Teacher

DECEMBER 11, 2024

Keywords: Teaching Methods, Pedagogy, Student Learning Introduction Staring out to the sea of questioning faces, I paused and asked the question again still no response from the 22 students staring back at me. My students seemed to either not understand my question or have difficulty with the content. Meyers, & D.

Teaching 52

Teaching Instructors Syllabus Problem-Based Learning 52

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. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 64

Counselling Learning Lecturing Knowledge 64

Faculty Focus

SEPTEMBER 27, 2022

Online courses are associated with increased retention and graduation rates, they improve access to education for disadvantaged students. Offering digital courses improves student learning outcomes by helping students earn their degree faster (NECC, 2021). What questions do you have about NS/NC 489 courses?

Syllabus 52

Syllabus Study Learning Outcomes Curriculum 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

Faculty Focus

AUGUST 25, 2024

Throughout these activities, instructors should model their authentic engagement in the course, intrigue their students with the content (e.g., through historical or pop culture examples, with storytelling), and provide students the opportunity to ask questions (e.g., The empathetic course design perspective. Saucier, D.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

Throughout these activities, instructors should model their authentic engagement in the course, intrigue their students with the content (e.g., through historical or pop culture examples, with storytelling), and provide students the opportunity to ask questions (e.g., The empathetic course design perspective. Saucier, D.

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. Teaching and Learning in Medicine , 30(1), 5-14. Boysen, G.

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. Teaching and Learning in Medicine , 30(1), 5-14. Boysen, G.

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111