Faculty Focus

MAY 11, 2025

We can nurture our students intrinsic motivation to learn the content through demonstrations of our own engagement, activating the process of trickle-down engagement by which our own engagement as instructors promotes our students engagement and their subsequent learning (Saucier, Miller, Martens, & Jones, 2022).

Instructors 98

Instructors Motivation Critical Thinking Students 98

Faculty Focus

NOVEMBER 27, 2022

Because we acknowledge that the grumpy time will likely be a time in which energy is lower and engagement wanes, we introduce content that is especially likely to engage our students (and us) during the grumpy time. We contend there are simple strategies to increase our own engagement in our courses (see Saucier et al.,

Course Design 142

Course Design Assignments Teaching Philosophy Instructors 142

Faculty Focus

MAY 11, 2025

We can nurture our students intrinsic motivation to learn the content through demonstrations of our own engagement, activating the process of trickle-down engagement by which our own engagement as instructors promotes our students engagement and their subsequent learning (Saucier, Miller, Martens, & Jones, 2022).

Instructors 115

Instructors Motivation Critical Thinking Students 115

Faculty Focus

JANUARY 7, 2025

Experiential learning is on the rise (Roberts & Welton 2022), perhaps because it can be a pathway to increased student engagement. To alleviate some confusion, my goal here is to explain the hallmarks of both applied humanities and experiential learning approaches, as well as what each mode of learning can offer to students.

Instructors 111

Instructors Learning Teaching Philosophy Knowledge 111

Faculty Focus

JANUARY 7, 2025

Experiential learning is on the rise (Roberts & Welton 2022), perhaps because it can be a pathway to increased student engagement. To alleviate some confusion, my goal here is to explain the hallmarks of both applied humanities and experiential learning approaches, as well as what each mode of learning can offer to students.

Instructors 105

Instructors Learning Teaching Philosophy Knowledge 105

Faculty Focus

NOVEMBER 27, 2022

Because we acknowledge that the grumpy time will likely be a time in which energy is lower and engagement wanes, we introduce content that is especially likely to engage our students (and us) during the grumpy time. We contend there are simple strategies to increase our own engagement in our courses (see Saucier et al.,

Course Design 98

Course Design Assignments Teaching Philosophy Instructors 98

Teachers Pay Teachers

APRIL 14, 2025

If many teachers in a school are experiencing burnout, that school may struggle with chronic absenteeism, which can negatively affect student performance. Teacher burnout is a reason more educators quitting teaching completely. Studies show a connection between teacher burnout and teacher attrition rates , which increase over time.

Teachers 52

Teachers Teaching Philosophy Grades Assignments 52