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General Education for Working Learners in the Age of AI

Faculty Focus

is a question that has reverberated from the minds of learners for decades. Grab the syllabus for this course and drop it into the chat bot. Please design a semester-long work-based learning experience to teach me the psychology concepts and learning outcomes that are described in the attached syllabus. Why am I doing this?”

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General Education for Working Learners in the Age of AI

Faculty Focus

is a question that has reverberated from the minds of learners for decades. Grab the syllabus for this course and drop it into the chat bot. Please design a semester-long work-based learning experience to teach me the psychology concepts and learning outcomes that are described in the attached syllabus. Why am I doing this?”

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What Your Students Aren’t Telling You: Listening, Learning, and Leading with Empathy 

Faculty Focus

This project started with a deceptively simple question: What arent our students telling us? I wanted to change thatnot just by asking better questions, but by building an open-access platform that would amplify student voices and inform actionable change. These were not standard end-of-semester evaluations.

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Catch them Learning: A Pathway to Academic Integrity in the Age of AI

Cult of Pedagogy

As the potential for students to misuse AI tools raises ongoing questions about accountability, cheating, and academic integrity, a scandal from the past offers insights into the future. Inquiry about integrity begins with the question Does this work accurately represent the students skills and understandings?”

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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. These questions reside in a discussion board so all students can see responses.

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. These questions reside in a discussion board so all students can see responses.

Syllabus 111
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Social-Emotional Learning Part III: Responsible Decision Making

Catlin Tucker

Think about and evaluate the consequences of a particular choice or decision. To help cultivate responsible decision-making in classrooms, educators should consider the following questions: How can I help students evaluate situations to identify the potential benefits and consequences of different decisions?

Learning 370