Faculty Focus

OCTOBER 15, 2024

Collaborative learning allows students to be engaged and active participants in their own learning by sharing ideas, analyzing problems, and finding solutions to them. Together, they create knowledge and achieve learning outcomes (Downing, 2017; Ramos, Cattaneo, de Jong, Espadeiro, 2022).

Collaborative Learning 116

Collaborative Learning Education Learning Students 116

Faculty Focus

MAY 30, 2023

By allowing students to actively shape their own learning process, prioritizing student agency fosters students’ sense of ownership and investment in their education, leading to deeper understanding and improved learning outcomes.

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.,

Study 124

Study Writing Evaluation Instructors 124

Faculty Focus

OCTOBER 15, 2024

Collaborative learning allows students to be engaged and active participants in their own learning by sharing ideas, analyzing problems, and finding solutions to them. Together, they create knowledge and achieve learning outcomes (Downing, 2017; Ramos, Cattaneo, de Jong, Espadeiro, 2022).

Collaborative Learning 105

Collaborative Learning Education Learning Students 105

Faculty Focus

AUGUST 29, 2024

One approach is for higher administration, deans, and faculty to commit to an interdisciplinary agenda and review course syllabi for evidence of interdisciplinary focus. Faculty development seminars can also be conducted to share best practices in incorporating interdisciplinary knowledge. Measuring learning outcomes.

Interdisciplinary 98

Interdisciplinary Study Multidisciplinary Metacognitive Skills 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.,

Study 114

Study Writing Evaluation Instructors 114

Faculty Focus

AUGUST 27, 2023

However, we have often been frustrated by the lessons proposed in our language textbooks for learning about culture; these lessons usually come in the form of disconnected short readings with comprehension questions. This additional layer of analysis revealed that mind maps used in this way encourage a new depth of student learning.

Group work 98

Group work Culture Instructors Language 98

Faculty Focus

AUGUST 27, 2023

However, we have often been frustrated by the lessons proposed in our language textbooks for learning about culture; these lessons usually come in the form of disconnected short readings with comprehension questions. This additional layer of analysis revealed that mind maps used in this way encourage a new depth of student learning.

Group work 98

Group work Culture Instructors Language 98

Faculty Focus

APRIL 6, 2025

In general, educators recognize the value of student feedback: it can help us better understand the classroom experience, modify learning activities, or adjust our policies and practices to improve student outcomes. It rarely asks questions focused on student learning. The Journal of Faculty Development 28 (2014), no.

Instructors 93

Instructors Feedback Evaluation Students 93

Faculty Focus

APRIL 6, 2025

In general, educators recognize the value of student feedback: it can help us better understand the classroom experience, modify learning activities, or adjust our policies and practices to improve student outcomes. It rarely asks questions focused on student learning. The Journal of Faculty Development 28 (2014), no.

Instructors 87

Instructors Feedback Evaluation Students 87