Course Evaluations Instructors Teaching 
Edsurge
MARCH 17, 2017
Many instructors see them as drudgery as well. The threaded discussion felt always like the wrong medium for learning,” says Joyce Valenza, an assistant teaching professor at Rutgers University's School of Communication and Information, who has been teaching online since 2001.
Edsurge
MAY 29, 2020
A new “playbook” aims to strike the middle ground between offering higher ed instructors and institutions too much information about teaching remotely and offering too little. Here are summaries of the four essential elements of successful online courses, according to the playbook. We know, EdSurge has published plenty of it.)
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Edsurge
MARCH 17, 2020
Like many others teaching college classes across the country, Sharyn Hardy spent the last few days figuring out how to translate her carefully crafted classroom lectures into lessons that her students can learn online. Suddenly shifting college courses online demands a lot of effort from everyone involved. Andersen says. “I
Faculty Focus
MARCH 13, 2025
When students evaluations are viewed by instructors as a type of formative assessment to be used as a tool for instructional improvement, mid-semester feedback surveys allow instructors to immediately respond to their students needs (Chapman & Joines, 2017; Diamond, 2004). 2002; Spencer & Schmelkin, 2002).
Edsurge
AUGUST 7, 2018
Even the best instructors may not be able to reach every student. And often that’s because there is a disconnect between what students expect from college teaching and what actually ends up happening in the classroom. So, it really depends on how eager the student is to help improve the whole situation and the course specifically.
Faculty Focus
MARCH 13, 2025
When students evaluations are viewed by instructors as a type of formative assessment to be used as a tool for instructional improvement, mid-semester feedback surveys allow instructors to immediately respond to their students needs (Chapman & Joines, 2017; Diamond, 2004). 2002; Spencer & Schmelkin, 2002).
Faculty Focus
OCTOBER 27, 2024
When we teach, there is an unspoken power differential, and real connections have the potential to change that power dynamic. Connecting with students shifts the obligation from the instructor working singularly to create an inclusive environment to one where the class works collectively to build the community.
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