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

NOVEMBER 7, 2023

How have my various experiences influenced my teaching philosophy, and which principles do I rely on to inform my interactions and collaboration with learners? I also practice flexibility with regard to due dates, topic assignments, and how students engage with course content. Lastly, I communicated consistently.

Feedback 111

Feedback Secondary Education Teaching Philosophy Assignments 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

Scholarly Teacher

SEPTEMBER 4, 2024

It is important to explain to students that they will need to possess certain skills in their future careers, particularly when requiring students to complete tasks without AI. As you think about your discipline relative to generative AI, consider: What fundamental skills do students need in your courses or disciplines?

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

Teachers Pay Teachers

APRIL 14, 2025

Remember why you got into teaching in the first place, and embrace your teaching philosophy instead of getting buried under administrative duties. Plan low-prep or no-prep units that keep students engaged while preventing a grading pile-up for you (and plan as far into the future as you can).

Teachers 52

Teachers Teaching Philosophy Grades Assignments 52

Faculty Focus

AUGUST 25, 2024

This latter component, the instructor’s engagement, may then “trickle down” to enhance their students’ engagement and ultimate learning (Saucier, Miller, Martens, & Jones, 2022). Applied Economics Teaching Resources, 4 (4), 101-111. International Journal of Teaching and Learning in Higher Education, 33 (2), 168-179.

Syllabus 111

Syllabus Instructors Activities Teaching Philosophy 111

Edsurge

MARCH 26, 2019

It’s often said that teaching and learning doesn’t always take place in the classroom—some of the most important lessons are learned on the playground, in the street, on the job or somewhere else. The same is true for educators, whose teaching philosophies are often shaped by moments that happened when they weren't in front of the classroom.

Coaching 146

Coaching English Students Teaching Philosophy 146

Faculty Focus

AUGUST 25, 2024

This latter component, the instructor’s engagement, may then “trickle down” to enhance their students’ engagement and ultimate learning (Saucier, Miller, Martens, & Jones, 2022). Applied Economics Teaching Resources, 4 (4), 101-111. International Journal of Teaching and Learning in Higher Education, 33 (2), 168-179.

Syllabus 98

Syllabus Instructors Activities Teaching Philosophy 98