Faculty Focus

JANUARY 7, 2025

Experiential learning is on the rise (Roberts & Welton 2022), perhaps because it can be a pathway to increased student engagement. To alleviate some confusion, my goal here is to explain the hallmarks of both applied humanities and experiential learning approaches, as well as what each mode of learning can offer to students.

Instructors 111

Instructors Learning Teaching Philosophy Knowledge 111

Faculty Focus

JANUARY 7, 2025

Experiential learning is on the rise (Roberts & Welton 2022), perhaps because it can be a pathway to increased student engagement. To alleviate some confusion, my goal here is to explain the hallmarks of both applied humanities and experiential learning approaches, as well as what each mode of learning can offer to students.

Instructors 105

Instructors Learning Teaching Philosophy Knowledge 105

Scholarly Teacher

SEPTEMBER 4, 2024

It is important to explain to students that they will need to possess certain skills in their future careers, particularly when requiring students to complete tasks without AI. As you think about your discipline relative to generative AI, consider: What fundamental skills do students need in your courses or disciplines?

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

Edsurge

MARCH 26, 2019

It’s often said that teaching and learning doesn’t always take place in the classroom—some of the most important lessons are learned on the playground, in the street, on the job or somewhere else. The same is true for educators, whose teaching philosophies are often shaped by moments that happened when they weren't in front of the classroom.

Coaching 148

Coaching English Students Teaching Philosophy 148

Faculty Focus

AUGUST 25, 2024

This latter component, the instructor’s engagement, may then “trickle down” to enhance their students’ engagement and ultimate learning (Saucier, Miller, Martens, & Jones, 2022). Throughout these activities, instructors should model their authentic engagement in the course, intrigue their students with the content (e.g.,

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

This latter component, the instructor’s engagement, may then “trickle down” to enhance their students’ engagement and ultimate learning (Saucier, Miller, Martens, & Jones, 2022). Throughout these activities, instructors should model their authentic engagement in the course, intrigue their students with the content (e.g.,

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98