Faculty Focus

APRIL 1, 2025

Based on the focus, peer observations can be classified into two models: formative-developmental and summative-evaluative. Currently, she works in faculty development at the Excellence in Teaching and Learning Center at Qatar University. Joseph University, and a CAEL certification from Harvard Graduate School of Education.

Evaluation 96

Evaluation Teaching Teaching Methods Faculty Development 96

Faculty Focus

APRIL 1, 2025

Based on the focus, peer observations can be classified into two models: formative-developmental and summative-evaluative. Currently, she works in faculty development at the Excellence in Teaching and Learning Center at Qatar University. Joseph University, and a CAEL certification from Harvard Graduate School of Education.

Evaluation 91

Evaluation Teaching Teaching Methods Faculty Development 91

Faculty Focus

DECEMBER 12, 2023

Although faculty development programs and curriculum designers have been calling for such (assessment practice) forms of assessment, today, we are more in need of it than ever before. Integrate different assessment methods to form a holistic, precise, and reasonable evaluation system.

Authentic Assessment 133

Authentic Assessment Counselling Learning Outcomes Faculty Development 133

Faculty Focus

DECEMBER 12, 2023

Although faculty development programs and curriculum designers have been calling for such (assessment practice) forms of assessment, today, we are more in need of it than ever before. Integrate different assessment methods to form a holistic, precise, and reasonable evaluation system.

Authentic Assessment 111

Authentic Assessment Counselling Learning Outcomes Faculty Development 111

Faculty Focus

AUGUST 15, 2024

There’s a fair bit of work involved with learning outcomes, and justifiably so. None of these learning outcomes should be confused with statements used in semester-end student evaluation forms. You might have been asked to map these outcomes against your department’s or institution’s broader learning objectives.

Learning Outcomes 64

Learning Outcomes Instructors Learning Teaching Philosophy 64

Faculty Focus

AUGUST 15, 2024

There’s a fair bit of work involved with learning outcomes, and justifiably so. None of these learning outcomes should be confused with statements used in semester-end student evaluation forms. You might have been asked to map these outcomes against your department’s or institution’s broader learning objectives.

Learning Outcomes 59

Learning Outcomes Instructors Learning Teaching Philosophy 59

Faculty Focus

APRIL 6, 2025

Unfortunately, the most common form of feedback that instructors receive, the mandatory end-of-semester evaluation, is primarily intended to assess faculty rather than the teaching and learning experience. Before the evaluation, the facilitator and the instructor identify three or four open-ended questions to structure the MSF.

Instructors 84

Instructors Feedback Evaluation Students 84