Faculty Focus

OCTOBER 27, 2024

muddiest point, exit/minute papers, or “How are you doing?” Pro tip: Multiple times throughout the course, encourage students to provide anonymous feedback on the course content and structure and be responsive to their suggestions. Consider preemptive intervention through regular outreach. questions).

Instructors 116

Instructors Students Minute Papers Course Design 116

Faculty Focus

OCTOBER 27, 2024

muddiest point, exit/minute papers, or “How are you doing?” Pro tip: Multiple times throughout the course, encourage students to provide anonymous feedback on the course content and structure and be responsive to their suggestions. Consider preemptive intervention through regular outreach. questions).

Instructors 105

Instructors Students Minute Papers Course Design 105

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

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 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

JANUARY 18, 2024

You can create a grading rubric by defining – for yourself and your students – what skills/knowledge you are looking for students to demonstrate by doing the assignment, and at what level they should perform. At the end of class, ask students to share their muddiest point or summarize the big ideas from that class period in a minute paper.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

JANUARY 18, 2024

You can create a grading rubric by defining – for yourself and your students – what skills/knowledge you are looking for students to demonstrate by doing the assignment, and at what level they should perform. At the end of class, ask students to share their muddiest point or summarize the big ideas from that class period in a minute paper.

Teaching 111

Teaching Syllabus Feedback Instructors 111

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