Faculty Focus

JANUARY 9, 2025

Student success is teacher success. 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.

Students 111

Students Motivation Feedback Communication 111

EdTech Magazine

JUNE 10, 2019

3D printing also supports inclusion efforts for students of various learning styles and improves collaboration and speaking skills. Jody Britten, a senior associate at the Metiri Group , talked about how 3D technologies and data visualization tools lead to better learning outcomes with EdTech. by Erika Gimbel.

STEM 167

STEM Learning Math Learning Styles 167

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

MAY 11, 2025

We can nurture our students intrinsic motivation to learn the content through demonstrations of our own engagement, activating the process of trickle-down engagement by which our own engagement as instructors promotes our students engagement and their subsequent learning (Saucier, Miller, Martens, & Jones, 2022).

Instructors 114

Instructors Motivation Critical Thinking Students 114

Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Raimondi, 2019).

Course Design 98

Course Design Assignments Teaching Philosophy Instructors 98

Faculty Focus

JUNE 25, 2023

They asked questions throughout class sessions and expected students to engage with the content. According to the National Center on Safe Supportive Learning Environments, “Student engagement is the psychological investment a student makes in learning.” [1] And the students? They are thriving.

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

FEBRUARY 26, 2023

We can immediately correct misconceptions or misapplication of data rather than waiting until students make the errors in homework or on exams. In-class opportunities are well suited to students who have busy schedules that involve a heavy course load, work, and/or family responsibilities. What was difficult for you?

Problem-Based Learning 122

Problem-Based Learning Learning Students Lecturing 122

Faculty Focus

JUNE 25, 2023

They asked questions throughout class sessions and expected students to engage with the content. According to the National Center on Safe Supportive Learning Environments, “Student engagement is the psychological investment a student makes in learning.” [1] And the students? They are thriving.

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

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

FEBRUARY 26, 2023

We can immediately correct misconceptions or misapplication of data rather than waiting until students make the errors in homework or on exams. In-class opportunities are well suited to students who have busy schedules that involve a heavy course load, work, and/or family responsibilities. What was difficult for you?

Problem-Based Learning 98

Problem-Based Learning Learning Students Lecturing 98

Faculty Focus

OCTOBER 9, 2022

The rise of the HyFlex model could attract more students who may benefit from this format (Samayoa et al., 2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility. Engagement.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

AUGUST 25, 2024

This latter component, the instructor’s engagement, may then “trickle down” to enhance their students’ engagement and ultimate learning (Saucier, Miller, Martens, & Jones, 2022). The empathetic course design perspective. Schiffer, A. A., & Renken, N. Saucier, D. Miller, S. Martens, A.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

This latter component, the instructor’s engagement, may then “trickle down” to enhance their students’ engagement and ultimate learning (Saucier, Miller, Martens, & Jones, 2022). The empathetic course design perspective. Schiffer, A. A., & Renken, N. Saucier, D. Miller, S. Martens, A.

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98