Faculty Focus

OCTOBER 24, 2024

While students tend to think of papers as merely a means of regurgitating what they read and “giving the instructor what they want,” asking students to create BookSnaps recasts the entire exercise as an opportunity for personal expression. In history courses, students can take a picture of a timeline and identify turning points or key events.

Learning 111

Learning Students Textbooks Reading 111

Faculty Focus

OCTOBER 24, 2024

While students tend to think of papers as merely a means of regurgitating what they read and “giving the instructor what they want,” asking students to create BookSnaps recasts the entire exercise as an opportunity for personal expression. In history courses, students can take a picture of a timeline and identify turning points or key events.

Learning 59

Learning Students Textbooks Reading 59

Faculty Focus

APRIL 10, 2025

Support is sometimes available from veteran professors, faculty development offices and workshops or training to assist professors in the challenging work of course and curriculum development and implementation. Not all curriculum developers or instructors know how to create new and effective learning activities.

Course Design 64

Course Design Students Active Learning Activities 64

Faculty Focus

APRIL 10, 2025

Support is sometimes available from veteran professors, faculty development offices and workshops or training to assist professors in the challenging work of course and curriculum development and implementation. Not all curriculum developers or instructors know how to create new and effective learning activities.

Course Design 61

Course Design Students Active Learning Activities 61

EAB

AUGUST 9, 2023

Utilization and modeling of these effective, participatory learning activities among faculty groups are also a way to build community among faculty as they are “trained” to be effective trauma-informed instructors. In 2019, EAB put together a “Building trauma-sensitive schools” handout that includes information from the U.S.

STEM 52

STEM Education Active Learning Peer Review 52

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 93

Instructors Feedback Evaluation Students 93

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 87

Instructors Feedback Evaluation Students 87

Edsurge

JANUARY 24, 2025

The questions need to be open-ended enough to spark conversation between multiple groups, says Gannon, who also teaches history. While students should be concerned about their mental health and allowed to take a step back when a conversation is too much, some instructors say theyre also missing out on valuable lessons.

Discussions 203

Discussions Art Instructors Participation 203