Faculty Focus

JUNE 16, 2024

She serves as the principal course developer and curriculum designer who possesses a high level of proficiency in a student-centered approach to curriculum development, design, building, and delivery.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

She serves as the principal course developer and curriculum designer who possesses a high level of proficiency in a student-centered approach to curriculum development, design, building, and delivery.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JULY 7, 2024

She serves as the principal course developer and curriculum designer who possesses a high level of proficiency in a student-centered approach to curriculum development, design, building, and delivery.

Learning 111

Learning Universal Design Fairness Course Design 111

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These groups can provide a sense of belonging and peer support.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

MAY 11, 2025

Saucier has published more than 100 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. The empathetic course design perspective.

Instructors 115

Instructors Motivation Critical Thinking Students 115

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. Transparent policies: Clearly outline expectations while building flexibility.

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

Faculty Focus

OCTOBER 15, 2023

Checklists for each recommendation ensure that the LMS course is user-friendly.  Peer review and sharing: Offer peer review opportunities where faculty can share LMS courses with colleagues and receive valuable feedback.

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These groups can provide a sense of belonging and peer support.

Accessibility 98

Accessibility Disabilities Education Culture 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). Designing effective feedback processes in higher education : A learning-focused approach. Diagram 2 below describes the distinction. Gaynor, J.

Fairness 122

Fairness Instructors Feedback Evaluation 122

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

JULY 7, 2024

She serves as the principal course developer and curriculum designer who possesses a high level of proficiency in a student-centered approach to curriculum development, design, building, and delivery.

Learning 92

Learning Universal Design Fairness Course Design 92

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). Designing effective feedback processes in higher education : A learning-focused approach. Diagram 2 below describes the distinction. Gaynor, J.

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. Transparent policies: Clearly outline expectations while building flexibility.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

MARCH 20, 2025

Gough began her teaching career in higher education in 1991 and facilitated the transition of ground campus courses to online courses in 2007. She has presented research and workshops on topics ranging from Marketing Destinations to Online Curriculum culminating with numerous publications in peer-reviewed journals since 2013.

Student Engagement 95

Student Engagement Instructors Students Feedback 95

Faculty Focus

MARCH 4, 2025

Lei has experience teaching in undergraduate and graduate level nursing courses for 8 years and published several research articles related to interdisciplinary education in peer-reviewed journals. Hybrid-Flexible course design: Implementing student-directed hybrid classes (1st ed.). References Beatty, B.

Teaching 91

Teaching Lecturing Gamification Interdisciplinary 91

Faculty Focus

MARCH 4, 2025

Lei has experience teaching in undergraduate and graduate level nursing courses for 8 years and published several research articles related to interdisciplinary education in peer-reviewed journals. Hybrid-Flexible course design: Implementing student-directed hybrid classes (1st ed.). References Beatty, B.

Teaching 87

Teaching Lecturing Gamification Interdisciplinary 87

Scholarly Teacher

NOVEMBER 20, 2024

Peer Review: Transparency and Problem-Centered Learning , 18 (1–2), 31–36. [link] Winkelmes, M. Bernacki, M., Zochowski, J. G., & Weavil, K. A teaching intervention that increases underserved college students’ success. Whose culture has capital? A critical race theory discussion of community cultural wealth.

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

MARCH 30, 2025

Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction. In response to concerns about AI-generated content, SCC also piloted a new assessment model in which students were required to present their essays orally and engage in peer review sessions.

Faculty Development 91

Faculty Development Teaching Instructors Academic Integrity 91

Faculty Focus

MARCH 30, 2025

Hybrid Course Design : AI platforms enable asynchronous lectures, reserving in-person sessions for interaction. In response to concerns about AI-generated content, SCC also piloted a new assessment model in which students were required to present their essays orally and engage in peer review sessions.

Faculty Development 86

Faculty Development Teaching Instructors Academic Integrity 86

Faculty Focus

MARCH 20, 2025

Gough began her teaching career in higher education in 1991 and facilitated the transition of ground campus courses to online courses in 2007. She has presented research and workshops on topics ranging from Marketing Destinations to Online Curriculum culminating with numerous publications in peer-reviewed journals since 2013.

Student Engagement 67

Student Engagement Instructors Students Feedback 67

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. The Hyflex model becomes more effective when accompanied by a course design that uses the Universal Design for Learning (UDL) Framework.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

JANUARY 22, 2023

Peer review. Conduct a peer review and/or class discussion of AI writing. What is AI incapable of doing in its writing? Are there writing situations where AI should be more or less trusted? What is the role of the human in generating and proofreading AI text? Analyze what it writes. What content does AI include?

Assignments 122

Assignments Writing Plagiarism Instructors 122

Faculty Focus

JANUARY 22, 2023

Peer review. Conduct a peer review and/or class discussion of AI writing. What is AI incapable of doing in its writing? Are there writing situations where AI should be more or less trusted? What is the role of the human in generating and proofreading AI text? Analyze what it writes. What content does AI include?

Assignments 98

Assignments Writing Plagiarism Instructors 98

Faculty Focus

AUGUST 25, 2024

Saucier has published more than 90 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. The empathetic course design perspective.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

Saucier has published more than 90 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. The empathetic course design perspective.

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). 2022 for a review). The empathic course design perspective. While we should challenge students to think about topics outside their comfort zones, this challenge should be met with appropriate support on behalf of the instructor (see Saucier et al., Saucier, D.

Syllabus 119

Syllabus Course Design Instructors Teaching Philosophy 119

Faculty Focus

SEPTEMBER 10, 2023

2022 for discussion of empathetic course design). 2022 for a review). The empathic course design perspective. While we should challenge students to think about topics outside their comfort zones, this challenge should be met with appropriate support on behalf of the instructor (see Saucier et al., Saucier, D.

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111