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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. Since I reimagined “syllabus day” to “preview day,” I have seen some positive outcomes.

Syllabus 122
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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. Since I reimagined “syllabus day” to “preview day,” I have seen some positive outcomes.

Syllabus 106
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Three Strategies that Support Student Well-Being and Mental Health

Faculty Focus

These pedagogies provide instructors a powerful opportunity to create learning environments that effectively support all students, minimize student stress, and support overall student mental health, without sacrificing academic rigor. Described below are three ways that instructors support student well-being and mental health.

Syllabus 131
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Three Strategies that Support Student Well-Being and Mental Health

Faculty Focus

These pedagogies provide instructors a powerful opportunity to create learning environments that effectively support all students, minimize student stress, and support overall student mental health, without sacrificing academic rigor. Described below are three ways that instructors support student well-being and mental health.

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Social Justice Movements to Health Policy: Lessons from a Pilot Cross-Course Collaborative Project

Faculty Focus

During the spring 2024 semester, we redesigned our courses to pilot a cross-course group project involving a social sciences course (SSC) titled, “Social Justice Movements in the U.S.”, The updated syllabus will front-load teaching and learning about the social justice movements that may be selected for the collaboration.

Syllabus 105
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What Your Students Aren’t Telling You: Listening, Learning, and Leading with Empathy 

Faculty Focus

From Curiosity to Campuswide Inquiry The project began in two large general education courses I teach at the University of Illinois Urbana-Champaign: FSHN 101: The Science of Food and FSHN 120: Contemporary Nutrition. Inclusive language, representation, and proactive instructor support all contributed to students sense of belonging and trust.

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‘It’s A Blockbuster Moment’: How One Author Wants to Make Academia More Memorable

Edsurge

And he believes that both K-12 and higher-ed instructors can make that happen. Fitting with the conference’s theme this year around improvement science, Heath’s talk started off with a lesson in psychology, in particular around what and why people remember. The teachers] have created an academic experience as memorable as prom.”