Faculty Focus

AUGUST 13, 2024

We asked them to share their initial thoughts on AI, the tools they had tried, the professional development they had participated in, and their reflections at the end of the semester. It’s like having a teaching assistant that never sleeps! So, why not let AI be your overachieving, never-sleeping teaching assistant?

Syllabus 111

Syllabus Assignments Feedback Teaching Assistants 111

eSchool News

DECEMBER 23, 2022

In fact, research shows that 80 percent of esports teams are comprised of students who have never before participated in extracurricular activities. Much like participation in an athletic team, esports players learn how to work together as an effective team by communicating and collaborating with each other.

Hybrid Learning 294

Hybrid Learning Communication Accessibility Languages 294

Faculty Focus

MARCH 9, 2025

Having a Discussion Bubble primes students to think and be ready to share (in small or large groups) once I’m done reviewing the slide. It not only decreases the awkwardness (which seems to feed off itself), but it also increases small and large group discussion participation. Do you prefer a, b, or c?).

Lecturing 80

Lecturing Teaching Assistants Discussions Activities 80

Faculty Focus

OCTOBER 10, 2023

Asking a series of questions at the start for students to reflect on individually or with a partner (“ think-pair-share ”) will increase the likelihood of participation. This allows students to generate conversations with their peers and to surface concerns and opinions from individuals and the collective.

Minute Papers 134

Minute Papers Instructors Students Assignments 134

Scholarly Teacher

NOVEMBER 13, 2024

Use Student Response Systems To Create Learning and Sharing Spaces Student response systems (or clickers) have long been touted as the go-to lecturing tool to ensure large numbers of students are “checked-in” and actively participating in the classroom (e.g., Buil et al., link] Mundelsee, L., & Jurkowski, S.

Lecturing 98

Lecturing Active Learning Activities STEM 98

Faculty Focus

MARCH 4, 2025

Teaching in a large-size classroom differs significantly from teaching in a small-size classroom in terms of engagement, interaction, and instructional methods (Wang & Calvano, 2022). The diverse needs of in-person and virtual students must be balanced to ensure equitable learning experiences.

Teaching 91

Teaching Lecturing Gamification Interdisciplinary 91

Faculty Focus

DECEMBER 14, 2023

Here, as a student engages with a concept, the system understands the student’s grasp in real time. It can immediately introduce supplemental materials or challenge the student with advanced content, all while keeping the teacher informed of this progression. The feedback loop, though vital, is time-delayed.

Intelligence 122

Intelligence Ethics Feedback Assignments 122

Scholarly Teacher

JANUARY 29, 2025

For community college students, the primary opportunity for engagement is in the classroom, as they typically attend part-time with fewer extracurricular opportunities than their four-year counterparts. What other mechanisms, both in and outside the classroom, can support student engagement at the community college level?

Learning 98

Learning Instructors Math STEM 98

Faculty Focus

FEBRUARY 4, 2024

College settings foster collaborative learning environments, where students engage in dynamic discussions and group activities. Proactive m onitoring: Regularly review online discussions, encourage student engagement, and collaborate with teaching assistants to identify potential bot activity.

Academic Integrity 135

Academic Integrity Education Plagiarism Students 135

Faculty Focus

MARCH 4, 2025

Teaching in a large-size classroom differs significantly from teaching in a small-size classroom in terms of engagement, interaction, and instructional methods (Wang & Calvano, 2022). The diverse needs of in-person and virtual students must be balanced to ensure equitable learning experiences.

Teaching 87

Teaching Lecturing Gamification Interdisciplinary 87

Faculty Focus

OCTOBER 10, 2023

Asking a series of questions at the start for students to reflect on individually or with a partner (“ think-pair-share ”) will increase the likelihood of participation. This allows students to generate conversations with their peers and to surface concerns and opinions from individuals and the collective.

Minute Papers 119

Minute Papers Instructors Students Assignments 119

Faculty Focus

DECEMBER 14, 2023

Here, as a student engages with a concept, the system understands the student’s grasp in real time. It can immediately introduce supplemental materials or challenge the student with advanced content, all while keeping the teacher informed of this progression. The feedback loop, though vital, is time-delayed.

Intelligence 111

Intelligence Ethics Feedback Assignments 111

Faculty Focus

FEBRUARY 4, 2024

College settings foster collaborative learning environments, where students engage in dynamic discussions and group activities. Proactive m onitoring: Regularly review online discussions, encourage student engagement, and collaborate with teaching assistants to identify potential bot activity.

Academic Integrity 111

Academic Integrity Education Plagiarism Students 111

Faculty Focus

MARCH 11, 2025

Fostering Engagement in Non-Major Biology Students through a Studio Environment Engaging students not inherently drawn to biology requires innovative teaching methods. Active learning strategies, where students actively engage in the learning process, promote participation and retention (Freeman et al.

Interdisciplinary 64

Interdisciplinary Instructors Students Motivation 64

Faculty Focus

MARCH 11, 2025

Fostering Engagement in Non-Major Biology Students through a Studio Environment Engaging students not inherently drawn to biology requires innovative teaching methods. Active learning strategies, where students actively engage in the learning process, promote participation and retention (Freeman et al.

Interdisciplinary 62

Interdisciplinary Instructors Students Motivation 62