Faculty Focus

MAY 7, 2024

Enhancing student experience and learning outcomes At UF CJC Online, implementing a course template has been transformative as it significantly enhances student success by delivering a consistent learning experience.

Feedback 110

Feedback Course Design Instructors Education 110

Faculty Focus

MAY 11, 2025

Saucier has published more than 100 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. Saucier, Ph.D. Saucier, D. Miller, S.

Instructors 114

Instructors Motivation Critical Thinking Students 114

Faculty Focus

JANUARY 21, 2025

Scaffolded assignments: Break significant projects into smaller, more manageable parts, such as proposals, annotated bibliographies, and rough drafts, to reduce student anxiety and provide opportunities for meaningful feedback at each step, improving learning outcomes (Ambrose, 2010).

Plagiarism 121

Plagiarism Syllabus Ethics Feedback 121

Faculty Focus

NOVEMBER 27, 2022

Saucier has published more than 80 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. Applied Economics Teaching Resources , 4 , 1-11.

Course Design 142

Course Design Assignments Teaching Philosophy Instructors 142

Faculty Focus

FEBRUARY 2, 2023

OER have the potential to offer more equitable and accessible learning experiences because they can be tailored to meet the needs of the students, including learning outcome alignment, accessible formatting, diverse learning materials, and diverse assessments.

Accessibility 98

Accessibility Exams Learning Peer Review 98

Faculty Focus

SEPTEMBER 19, 2023

at the end of a unit of study) Focuses on assessment for learning Focuses on the assessment of learning Informs ongoing instruction to improve student learning outcomes in real time Evaluates how well the instruction worked in the past Usually covers discrete content (e.g., Carless, D., & Winstone, N. Gaynor, J.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

FEBRUARY 2, 2023

OER have the potential to offer more equitable and accessible learning experiences because they can be tailored to meet the needs of the students, including learning outcome alignment, accessible formatting, diverse learning materials, and diverse assessments.

Accessibility 93

Accessibility Exams Learning Peer Review 93

Faculty Focus

JANUARY 23, 2025

It is crucial that these direct measures, which include course assignments (for example, papers, demonstrations, worksheets, presentations, virtual simulations, live simulations), examinations, capstone projects, student portfolios, and internship evaluations (Bugeja & Garrett, 2019), align with learning outcomes. link] Demeter, E.,

Evaluation 64

Evaluation Education Learning Outcomes Students 64

Faculty Focus

SEPTEMBER 19, 2023

at the end of a unit of study) Focuses on assessment for learning Focuses on the assessment of learning Informs ongoing instruction to improve student learning outcomes in real time Evaluates how well the instruction worked in the past Usually covers discrete content (e.g., Carless, D., & Winstone, N. Gaynor, J.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

JANUARY 21, 2025

Scaffolded assignments: Break significant projects into smaller, more manageable parts, such as proposals, annotated bibliographies, and rough drafts, to reduce student anxiety and provide opportunities for meaningful feedback at each step, improving learning outcomes (Ambrose, 2010).

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

NOVEMBER 27, 2022

Saucier has published more than 80 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. Applied Economics Teaching Resources , 4 , 1-11.

Course Design 98

Course Design Assignments Teaching Philosophy Instructors 98

Faculty Focus

MAY 7, 2023

Dr. Blackburn is a published author in peer-reviewed journals, including the American Journal of Physiology and Redox Biology. Further, Dr. Blackburn is an ad hoc reviewer for the CPQ Orthopedics journal. Asking Questions during Self-Directed Inductive Learning: Effects on Learning Outcome and Learning Processes.

Instructors 111

Instructors Lecturing Learning Textbooks 111

Scholarly Teacher

NOVEMBER 20, 2024

University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). Peer Review: Transparency and Problem-Centered Learning , 18 (1–2), 31–36. E quity and assessment: Moving towards culturally responsive assessmen t. Occasional Paper No. Inside Higher Education. Bernacki, M.,

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

MAY 7, 2023

Dr. Blackburn is a published author in peer-reviewed journals, including the American Journal of Physiology and Redox Biology. Further, Dr. Blackburn is an ad hoc reviewer for the CPQ Orthopedics journal. Asking Questions during Self-Directed Inductive Learning: Effects on Learning Outcome and Learning Processes.

Instructors 93

Instructors Lecturing Learning Textbooks 93

Scholarly Teacher

SEPTEMBER 18, 2024

Ann Lichliter , Winona State University Mary Kirk , Winona State University Keywords: Equitable, Transparent, Assignments Key Statement: To benefit all students, faculty redesigned course assignments using the transparent assignment framework to increase student efficacy and improve learning outcomes. Peer Review.

Assignments 52

Assignments Students Peer Review Critical Thinking 52

Faculty Focus

AUGUST 25, 2024

Saucier has published more than 90 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. Saucier, Ph.D. Saucier, D. Miller, S.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Faculty Focus

AUGUST 25, 2024

Saucier has published more than 90 peer-reviewed journal articles and is a Fellow of the Society for Personality and Social Psychology, the Society for the Psychological Study of Social Issues, the Society for Experimental Social Psychology, and the Midwestern Psychological Association. Saucier, Ph.D. Saucier, D. Miller, S.

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98

Faculty Focus

OCTOBER 9, 2022

I [Hill] use a Mentimeter (Menti.com) activity which gives students a chance to view their responses with real time illustrations represented by memes/pictures, text, or audio for peer review and discussion. Students can chat or use video and emojis to share ideas.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Faculty Focus

SEPTEMBER 10, 2023

Your understanding of these topics is integral to achieving the following student learning outcomes: [insert outcomes]. However, I understand that everyone has a different limit. If you find yourself being pushed near one of your limits with a topic, please contact the instructor to discuss any concerns.

Syllabus 119

Syllabus Course Design Instructors Teaching Philosophy 119

Faculty Focus

SEPTEMBER 10, 2023

Your understanding of these topics is integral to achieving the following student learning outcomes: [insert outcomes]. However, I understand that everyone has a different limit. If you find yourself being pushed near one of your limits with a topic, please contact the instructor to discuss any concerns.

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111