Faculty Focus

OCTOBER 15, 2024

Collaborative learning is analogous to the traditional learning model, in which teachers impact knowledge on students. Together, they create knowledge and achieve learning outcomes (Downing, 2017; Ramos, Cattaneo, de Jong, Espadeiro, 2022). This can lead to significant retention and the capability to apply knowledge novelly.

Collaborative Learning 115

Collaborative Learning Education Learning Students 115

Faculty Focus

AUGUST 29, 2024

This requires the seamless integration of knowledge and skills across various disciplines to address Mars’s multifaceted challenges. This enhances students’ critical thinking, knowledge integration, and problem-solving abilities. Our mission: establish a self-sustaining colony on the Red Planet. 2009; Kezar & Elrod, 2012).

Interdisciplinary 111

Interdisciplinary Study Multidisciplinary Metacognitive Skills 111

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. Documentaries, podcasts, videos : These can be done to demonstrate knowledge of just about any course content that was covered.

Authentic Assessment 111

Authentic Assessment Counselling Learning Outcomes Faculty Development 111

Faculty Focus

OCTOBER 15, 2024

Collaborative learning is analogous to the traditional learning model, in which teachers impact knowledge on students. Together, they create knowledge and achieve learning outcomes (Downing, 2017; Ramos, Cattaneo, de Jong, Espadeiro, 2022). This can lead to significant retention and the capability to apply knowledge novelly.

Collaborative Learning 105

Collaborative Learning Education Learning Students 105

Faculty Focus

AUGUST 27, 2023

As we re-evaluated our teaching, we sought new ways to teach culture, and above all, ways to develop our students’ ability to make cultural connections, a skill that is part of the learning goals of the American Council for the Teaching of Foreign Languages (ACTFL). The mind maps established a baseline for student cultural knowledge.

Group work 98

Group work Culture Instructors Languages 98

Faculty Focus

AUGUST 27, 2023

As we re-evaluated our teaching, we sought new ways to teach culture, and above all, ways to develop our students’ ability to make cultural connections, a skill that is part of the learning goals of the American Council for the Teaching of Foreign Languages (ACTFL). The mind maps established a baseline for student cultural knowledge.

Group work 98

Group work Culture Instructors Languages 98

Faculty Focus

AUGUST 29, 2024

This requires the seamless integration of knowledge and skills across various disciplines to address Mars’s multifaceted challenges. This enhances students’ critical thinking, knowledge integration, and problem-solving abilities. Our mission: establish a self-sustaining colony on the Red Planet. 2009; Kezar & Elrod, 2012).

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Metacognitive Skills 98

Faculty Focus

MAY 30, 2023

This alternative student-centered assessment structure moves away from the conventional approach, opting instead for a more diversified and inclusive model of assessment that gives students the agency to choose how to best demonstrate their knowledge.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

Faculty Focus

APRIL 2, 2024

apply, analyze, evaluate, create), and have been shown to be an effective way of learning (Lee et al., The first article (this one) will provide instructions for creating an intimate debate case study (a case study where students evaluate evidence for two sides of a controversy). 2009; Thistlethwaite et al., Write this introduction.

Study 124

Study Writing Evaluation Instructors 124

Faculty Focus

APRIL 2, 2024

apply, analyze, evaluate, create), and have been shown to be an effective way of learning (Lee et al., The first article (this one) will provide instructions for creating an intimate debate case study (a case study where students evaluate evidence for two sides of a controversy). 2009; Thistlethwaite et al., Write this introduction.

Study 113

Study Writing Evaluation Instructors 113

Faculty Focus

JULY 2, 2023

The Online Learning Community An Online Learning Community (OLC) has proven to be incredibly valuable for faculty and the programs served (Pearson & Kirby, 2020). One of the key benefits of an OLC is that faculty are given the opportunity to collaborate and share their knowledge and expertise (Tuffnell, 2021). REL 2013–003).

Online Learning 111

Online Learning Distance Learning Education Learning 111

Faculty Focus

APRIL 24, 2025

However, we are often unaware of tacit knowledge that underlies our activities and actions, especially when things do not go as planned. That is, when do make our reflective practice modus operandi, we declare our commitment in developing our professional knowledge and artistry. we say what we do) and our theory in action (i.e.

Lecturing 64

Lecturing Faculty Development Laboratory Knowledge 64

Faculty Focus

JULY 2, 2023

The Online Learning Community An Online Learning Community (OLC) has proven to be incredibly valuable for faculty and the programs served (Pearson & Kirby, 2020). One of the key benefits of an OLC is that faculty are given the opportunity to collaborate and share their knowledge and expertise (Tuffnell, 2021). REL 2013–003).

Online Learning 98

Online Learning Distance Learning Education Learning 98

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 61

Course Design Students Active Learning Activities 61

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 61

Course Design Students Active Learning Activities 61