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

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 122

Plagiarism Syllabus Ethics Feedback 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 95

Accessibility Exams Learning Peer Review 95

Faculty Focus

SEPTEMBER 19, 2023

during a unit of study) Occurs after the instruction is complete (e.g., during a unit of study) Occurs after the instruction is complete (e.g., Designing effective feedback processes in higher education : A learning-focused approach. Formative Assessment Summative Assessment Occurs frequently throughout instruction (e.g.,

Fairness 111

Fairness Instructors Feedback Evaluation 111

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 66

Evaluation Education Learning Outcomes Students 66

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. Saucier, D. Miller, S. Martens, A.

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. International Forum of Teaching & Studies , 7 (2), 5–19. Interactive Learning Environments , 12 (3), 251–264.

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. I owa Journal of Cultural Studies , 12 (1). E quity and assessment: Moving towards culturally responsive assessmen t.

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. International Forum of Teaching & Studies , 7 (2), 5–19. Interactive Learning Environments , 12 (3), 251–264.

Instructors 95

Instructors Lecturing Learning Textbooks 95

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 Evaluation 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]. First Amendment Studies ,  50 (2), 59-69. First Amendment Studies , 50(2), 51-58. However, I understand that everyone has a different limit. Penguin UK. Lockhart, E. Saucier, D. Schiffer, A.

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]. First Amendment Studies ,  50 (2), 59-69. First Amendment Studies , 50(2), 51-58. However, I understand that everyone has a different limit. Penguin UK. Lockhart, E. Saucier, D. Schiffer, A.

Syllabus 111

Syllabus Course Design Instructors Teaching Philosophy 111