Faculty Focus

MAY 18, 2025

It is important to understand inclusive pedagogies as practices where we discern the nuance between general multicultural education or culturally responsive pedagogy and inclusive practices that specifically address the ability/disability continuum and the health dimension. Support colleagues with disabilities.

Accessibility 77

Accessibility Disabilities Learning Disabilities Special Education 77

Edsurge

APRIL 24, 2023

After the model was trained and tested, students used it to solve a local problem in their community such as trafficking , drowsy driving and COVID-19. One group of students used AI in education, which helps children get personalized learning experiences such as through a Universal Design for Learning approach.

Ethics 200

Ethics Students Feedback Disabilities 200

Faculty Focus

JUNE 16, 2024

For instance, the Universal Design for Learning (UDL) (CAST, 2018) is a commonly used design framework that curriculum developers and educators use to optimize teaching and learning. The next thing to consider is the design and structure of the learning offering or activity. References Billings, Dianne M., and Judith A.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

For instance, the Universal Design for Learning (UDL) (CAST, 2018) is a commonly used design framework that curriculum developers and educators use to optimize teaching and learning. The next thing to consider is the design and structure of the learning offering or activity. References Billings, Dianne M., and Judith A.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity. References: 1. Billings, Dianne M.,

Learning 111

Learning Universal Design Fairness Course Design 111

Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity. References: 1. Billings, Dianne M.,

Learning 92

Learning Universal Design Fairness Course Design 92

Faculty Focus

AUGUST 1, 2023

However, these old-fashioned assessment techniques often create new barriers to learning, especially for disabled students, English language learners, neurodiverse students, and any other students that rely on technology to aid their thinking, communication, and learning. Why not make the classroom about learning and not testing?

Academic Integrity 98

Academic Integrity Plagiarism Exams Syllabus 98

Faculty Focus

AUGUST 1, 2023

However, these old-fashioned assessment techniques often create new barriers to learning, especially for disabled students, English language learners, neurodiverse students, and any other students that rely on technology to aid their thinking, communication, and learning. Why not make the classroom about learning and not testing?

Academic Integrity 98

Academic Integrity Plagiarism Exams Syllabus 98

Elevate k12

JUNE 24, 2024

When students have underqualified teachers or full-time substitutes , they’re more likely to experience learning delays, low graduation rates, and test scores below grade level. Amid all of these challenges is the constant pressure to keep up with new education policies and standardized testing. What do they want to learn about?

Education 52

Education Learning Styles Special Education Feedback 52

Faculty Focus

APRIL 10, 2025

It is important that situational factors be identified as a key component to make planning decisions since retrofitting ones instructional design, delivery or assessment only after one finds out who is being instructed, are not effective use of faculty time, effort or university resources (Schreiner, Rothernberger and Scoltz, 2013).

Course Design 67

Course Design Students Active Learning Activities 67

Faculty Focus

APRIL 10, 2025

It is important that situational factors be identified as a key component to make planning decisions since retrofitting ones instructional design, delivery or assessment only after one finds out who is being instructed, are not effective use of faculty time, effort or university resources (Schreiner, Rothernberger and Scoltz, 2013).

Course Design 62

Course Design Students Active Learning Activities 62