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Creating a Course Calendar that Aligns to the Rhythms of the Semester

Faculty Focus

Do you have a system or standard process for prepping a course youve taught before? Early in my career, one chapter per week described my course outline. But Im not talking about a list of chapters or exams and papers with their due dates. An exam right after late-drop is unhelpful for these students.

Syllabus 112
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Creating a Course Calendar that Aligns to the Rhythms of the Semester

Faculty Focus

Do you have a system or standard process for prepping a course youve taught before? Early in my career, one chapter per week described my course outline. But Im not talking about a list of chapters or exams and papers with their due dates. An exam right after late-drop is unhelpful for these students.

Syllabus 101
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article thumbnail

Creating a Course Calendar that Aligns to the Rhythms of the Semester

Faculty Focus

Do you have a system or standard process for prepping a course you’ve taught before? Early in my career, “one chapter per week” described my course outline. But I’m not talking about a list of chapters or exams and papers with their due dates. An exam right after late-drop is unhelpful for these students.

Exams 111
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Creating a Course Calendar that Aligns to the Rhythms of the Semester

Faculty Focus

Do you have a system or standard process for prepping a course you’ve taught before? Early in my career, “one chapter per week” described my course outline. But I’m not talking about a list of chapters or exams and papers with their due dates. An exam right after late-drop is unhelpful for these students.

Exams 105
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Bridging the Gap: Overcoming Barriers in Higher Ed for Students with Disabilities including Neurodivergent Learners

Faculty Focus

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. Here are a few key suggestions to make the course more accessible. Provide clear and detailed course outlines, with timelines for assessment.

article thumbnail

Bridging the Gap: Overcoming Barriers in Higher Ed for Students with Disabilities including Neurodivergent Learners

Faculty Focus

Students with dyslexia, dysgraphia, and other cognitive differences often experience auditory, visual, and spatial processing difficulties, affecting their reading, writing, and overall learning. Here are a few key suggestions to make the course more accessible. Provide clear and detailed course outlines, with timelines for assessment.

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Building Community and Connection Between Students and Instructors in Asynchronous Courses 

Faculty Focus

It is important to have empathy embedded throughout the course. This starts with giving good organization to your online course. The use of modules, a course outline with links to assignments and material, and a clear and simple syllabus help make the class organized and accessible.