Edsurge

OCTOBER 19, 2023

Built for Flexibility The first known course that called itself HyFlex emerged in 2006 , at San Francisco State University, taught by Brian Beatty, a professor of instructional design and technology. And one main driver was surprisingly mundane: traffic snarls that routinely kept students from getting to class on time.

Teaching 206

Teaching Instructors Lecturing Blended Courses 206

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 142

Course Design Assignments Teaching Philosophy Instructors 142

Edsurge

AUGUST 13, 2016

In fact, decades of research reveal that students: are poor judges of the efficacy of their learning efforts. prefer instructional formats that produce inferior learning outcomes. believe that things like learning styles and brain hemispheres influence learning. And I'm being generous here. References Bjork, E.

Education 155

Education Evaluation Failure Essay 155

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

MAY 11, 2025

Microsoft co-founder Bill Gates recently stated in an interview that advances in AI will mean the humans will no longer be needed for most things, and stated that doctors and teachers in particular could be replaced by AI (CNBC, 2025). The empathetic course design perspective. Schiffer, A. A., & Renken, N. Saucier, D.

Instructors 115

Instructors Motivation Critical Thinking Students 115

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 109

Learning Evaluation Students Course Design 109

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 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

AUGUST 29, 2024

Another approach is contextualizing, conceptualizing, and problem-centering: By drawing upon different disciplines and real-world problems, teachers can provide students with a broader context and encourage them to explore practical solutions (Nikitina, 2006). Measuring learning outcomes. Campbell, C., & Henning, M.

Interdisciplinary 111

Interdisciplinary Study Multidisciplinary Metacognitive Skills 111

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

I learned by osmosis. I reflected on my favorite teachers from kindergarten through graduate school. One-page syllabus On the first day of class, we reviewed their answers to the appreciative inquiry and discussed how we could be colleagues in this course. “I came to teaching late” (Roger Rueff, The Hospitality Suite ).

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

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 103

Learning Evaluation Students Course Design 103

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). Assessments will always impact how students learn, their motivation to learn, and how teachers teach.

Fairness 122

Fairness Instructors Feedback Evaluation 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 103

Syllabus Exams Students Motivation 103

Faculty Focus

JUNE 25, 2023

I learned by osmosis. I reflected on my favorite teachers from kindergarten through graduate school. One-page syllabus On the first day of class, we reviewed their answers to the appreciative inquiry and discussed how we could be colleagues in this course. “I came to teaching late” (Roger Rueff, The Hospitality Suite ).

Coaching 98

Coaching Syllabus Confidentiality Assignments 98

Faculty Focus

APRIL 23, 2023

Only then will participants find the value of being present because lack of engagement is just as fatal for teachers as it is for their students. Reflective practice is a process that facilitates teaching, learning, and understanding, and it plays a central role in teachers’ professional development.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

AUGUST 29, 2024

Another approach is contextualizing, conceptualizing, and problem-centering: By drawing upon different disciplines and real-world problems, teachers can provide students with a broader context and encourage them to explore practical solutions (Nikitina, 2006). Measuring learning outcomes. Campbell, C., & Henning, M.

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Metacognitive Skills 98

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). Assessments will always impact how students learn, their motivation to learn, and how teachers teach.

Fairness 111

Fairness Instructors Feedback Evaluation 111

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

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

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 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

MARCH 16, 2025

Perhaps I am taking the easy way out by emphasizing pedagogical design, as it could be argued that a well-designed course naturally incorporates all of the above factors. That said, what is it about an optimally designed class that resonates so deeply with my inner teacher?

Counselling 92

Counselling Learning Lecturing Knowledge 92

Edsurge

APRIL 1, 2017

But the challenges and constraints of practical educational settings mean laboratory-based findings don’t readily translate into the kinds of practices, resources and tools that can meaningfully improve teaching and learning. Most interventions in educational research are not designed with educators in mind.

Laboratory 97

Laboratory Failure Education Study 97

Faculty Focus

APRIL 23, 2023

Only then will participants find the value of being present because lack of engagement is just as fatal for teachers as it is for their students. Reflective practice is a process that facilitates teaching, learning, and understanding, and it plays a central role in teachers’ professional development.

Evaluation 94

Evaluation Participation Knowledge Learning Styles 94

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 133

Instructors Distance Learning Students Online Learning 133

Faculty Focus

MARCH 16, 2025

Perhaps I am taking the easy way out by emphasizing pedagogical design, as it could be argued that a well-designed course naturally incorporates all of the above factors. That said, what is it about an optimally designed class that resonates so deeply with my inner teacher?

Counselling 71

Counselling Learning Lecturing Knowledge 71

Scholarly Teacher

NOVEMBER 20, 2024

Collaborating with students through student-faculty partnerships is one way to foster an asset-based mindset t hat draws on students’ linguistically diverse resources as tools for learning and growth in and beyond the classroom. University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Teaching 98

Teaching Instructors English Languages 98

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., In these spaces, the teacher is not the only one with knowledge. Silvestri, J.

Teaching 52

Teaching Syllabus Instructors Problem-Based Learning 52

Faculty Focus

AUGUST 25, 2024

The empathetic course design perspective. Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes. International Journal of Teaching and Learning in Higher Education, 33 (2), 168-179. Schiffer, A. A., & Renken, N. Saucier, D. Miller, S. Martens, A.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

The empathetic course design perspective. Trickle down engagement: Effects of perceived teacher and student engagement on learning outcomes. International Journal of Teaching and Learning in Higher Education, 33 (2), 168-179. Schiffer, A. A., & Renken, N. Saucier, D. Miller, S. Martens, A.

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