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 114

Exams Quizzes Students Course Design 114

Faculty Focus

JANUARY 9, 2025

When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed course design and subsequent instruction, we succeed in cultivating spaces where their success is made possible. Student success is teacher success.

Students 111

Students Motivation Feedback Communication 111

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 is critical work.

Syllabus 132

Syllabus Exams Students Motivation 132

Faculty Focus

MAY 11, 2025

In a world where AI skills and fluency will be necessary and marketable, colleges and universities have made efforts to embrace AI in the classroom (e.g., We are needed to engage them and to help them develop curiosity and critical thinking skills to offset their potential AI-induced brain rot. The empathetic course design perspective.

Instructors 112

Instructors Motivation Critical Thinking Students 112

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? Then, share the assignment prompt.

Assignments 79

Assignments Testing Course Design Writing 79

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 111

Interdisciplinary Study Multidisciplinary Metacognitive Skills 111

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

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 118

Plagiarism Syllabus Ethics Feedback 118

Faculty Focus

SEPTEMBER 19, 2023

When developing our institution’s QEP, we had to ensure our assessments aligned with two main categories: formative , which describes tasks or skills that are in process or being formed, and summative , which evaluates the sum total of skills or comprehension achieved. Diagram 2 below describes the distinction.

Fairness 122

Fairness Instructors Feedback Evaluation 122

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

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 102

Learning Evaluation Students Course Design 102

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? Then, share the assignment prompt.

Assignments 62

Assignments Testing Course Design Writing 62

Faculty Focus

APRIL 23, 2023

Professional development can be defined as structured professional learning that results in changes in teaching practices and improvements (Learning Policy Institute, 2017). It is a way educators can improve their skills and increase student outcomes. Students’ motivation determines, directs, and sustains what they learn.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

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 is critical work.

Syllabus 96

Syllabus Exams Students Motivation 96

Faculty Focus

SEPTEMBER 19, 2023

When developing our institution’s QEP, we had to ensure our assessments aligned with two main categories: formative , which describes tasks or skills that are in process or being formed, and summative , which evaluates the sum total of skills or comprehension achieved. Diagram 2 below describes the distinction.

Fairness 110

Fairness Instructors Feedback Evaluation 110

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 95

Learning Evaluation Students Course Design 95

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. table of contents) in the text(s).

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

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 70

Exams Quizzes Students Course Design 70

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

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

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. table of contents) in the text(s).

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

NOVEMBER 29, 2022

For example , an undergraduate history course provides an ungraded, self-test quiz at the start of every online unit that allows students multiple attempts at answering a question and provides prescriptive feedback for each attempt. The content of the questions is aligned to the learning outcomes and is linked to the subsequent assignments.

Knowledge 126

Knowledge Quizzes Learning Students 126

Faculty Focus

AUGUST 13, 2023

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. These challenges may include problems with left-right distinction, depth perception, spatial awareness, language skills, and vocabulary.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. These challenges may include problems with left-right distinction, depth perception, spatial awareness, language skills, and vocabulary.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

APRIL 23, 2023

Professional development can be defined as structured professional learning that results in changes in teaching practices and improvements (Learning Policy Institute, 2017). It is a way educators can improve their skills and increase student outcomes. Students’ motivation determines, directs, and sustains what they learn.

Evaluation 89

Evaluation Participation Knowledge Learning Styles 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

When designing activities and assessments, how can we consider students’ languages and dialects—particularly how these skills may be relevant to their careers after they leave our classrooms? This is key in developing communication skills that will benefit students in their future careers and professional lives. link] Tinto, V.

Teaching 98

Teaching Instructors English Language 98

Edsurge

APRIL 1, 2017

If education researchers hope to see more of their findings influence everyday learning and instruction—and they desperately do—then their best bet may be to encourage education technologists to hone their design research skills.

Laboratory 97

Laboratory Failure Education Study 97

Faculty Focus

NOVEMBER 29, 2022

For example , an undergraduate history course provides an ungraded, self-test quiz at the start of every online unit that allows students multiple attempts at answering a question and provides prescriptive feedback for each attempt. The content of the questions is aligned to the learning outcomes and is linked to the subsequent assignments.

Knowledge 98

Knowledge Quizzes Learning Students 98

Faculty Focus

AUGUST 25, 2024

Foreshadow Engaging Content, Activities, and Assignments On the first day of class, instructors should take the opportunity to promote the wonderful things the students will learn in the class, the activities they will complete to deepen their learning, and the ways in which they will be offered to demonstrate their learning.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

Foreshadow Engaging Content, Activities, and Assignments On the first day of class, instructors should take the opportunity to promote the wonderful things the students will learn in the class, the activities they will complete to deepen their learning, and the ways in which they will be offered to demonstrate their learning.

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98