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Reimagining Syllabus Day 

Faculty Focus

Reimagining the traditional “syllabus day” to an engaged “preview day” provides an opportunity to set a desired tone for the semester. In the final 20 minutes of class, I tend to shift focus to the syllabus. Since I reimagined “syllabus day” to “preview day,” I have seen some positive outcomes.

Syllabus 124
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Reimagining Syllabus Day 

Faculty Focus

Reimagining the traditional “syllabus day” to an engaged “preview day” provides an opportunity to set a desired tone for the semester. In the final 20 minutes of class, I tend to shift focus to the syllabus. Since I reimagined “syllabus day” to “preview day,” I have seen some positive outcomes.

Syllabus 110
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10 things all great online educators do

eSchool News

With that in mind, certain strategies, tips, and guidelines have been proven to help instructors begin what can seem like an overwhelming task—teaching a course without ever even needing to physically see her students. Prepare syllabus and assignment due dates carefully and well in advance so that students know what to expect and when.

Education 279
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Why Professors Should Ask Students For Feedback Long Before the Semester Is Over

Edsurge

The journalism instructor at the University of Minnesota keeps the process simple, with brief questions similar to these: What should keep happening in this class? Between weeks five and eight—and after students have received results from a major assessment—instructors ask students to weigh in on how their learning is progressing.

Feedback 195
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Improving Accessibility Often Falls to Faculty. Here’s What They Can Do.

Edsurge

Among that 11 percent, an even smaller portion tell their instructor. Kwong has found that some professors get touchy when asked to adjust their materials or their curriculum, however. And some instructors even view the requisitions as as an infringement to academic freedom. Ann Wai-Yee Kwong Nearly 11 percent of all U.S.

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How Mega-Universities Manage to Teach Hundreds of Thousands of Students

Edsurge

In the early days of online education, I imagined that virtual classrooms would follow the same basic model as in-person ones, with an instructor leading the same number of students typical in a campus class. Students attend WGU entirely on screen, with instructors engaging with them virtually by email, phone, text and video.

Teaching 174
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Inclusive Teaching Begins with Authenticity

Faculty Focus

Language for the disability statement in their syllabus. For so many instructors, whether they’re a TA, someone just starting out, or a seasoned professor with decades of experience, the answer is, “no.” How does it connect to the broader curriculum? So, when faculty come to me with a problem, they want an answer. Start strong.

Teaching 122