Archive for the ‘Faculty’ Category

Adaptive Learning Unplugged: Why Instructors Matter More than Ever

Proponents of adaptive learning (AL) technology tout its great value as being its ability to create student-centered classrooms in their most individualized form, shy of limiting the student-to-teacher ratio to 5:1 or less. AL does this by customizing learning based on the knowledge each student brings to the course. While this personalization benefit is certainly […]

3 Strategies for Overcoming Faculty Resistance to Active Learning Techniques

Getting faculty on board with active learning is key to improving student outcomes, and incorporating these learning strategies requires buy-in from both instructors and students. EDUCAUSE Review 

Race and gender biases appear in online education

The potential of online education is uniquely compelling. Its most zealous advocates imagine a world in which there is exceptionally broad access to carefully refined courses delivered with consistent fidelity, including some taught by leading instructors from the world’s most selective colleges and universities. But integral to promises of wide democratization are questions of equity […]

Exploring lecturer engagement with the VLE [Virtual Learning Environment]: findings from a multi-college staff survey

Virtual Learning Environments (VLEs) are important infrastructure and digital educational spaces that are widely used. The lecturers’ voices on VLEs and their use were not adequately captured in the #VLEIreland project. Therefore, following the development and piloting of a questionnaire consisting of a common set of questions, lecturers were surveyed across seven Irish higher education […]

‘Lessons Learnt’: the student view in the #VLEIreland [Virtual Learning Environment] project

This paper offers an overview of general results and of longitudinal aspects of the data collected to date from student populations which generated from the #VLEIreland project. We argue how results shed light on common misconceptions around VLE usage, and what VLEs can offer from a pedagogical perspective. Building on previously published research results; this […]

Finding creative processes in learning design patterns

Bridging the gap between theory and practice in higher education continues to be problematic for educators. One potential means of addressing this problem and moving practice forward is to articulate and share learning designs created from the work of exemplary practitioners. This study offers a new representation of learning design which foregrounds creative processes. The […]

Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field

Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that […]

Teach[at]CUNY Handbook

The primary audience for the Teach@CUNY Handbook is Graduate Center students preparing for their first semesters as college professors in CUNY’s classrooms. The handbook has been built in dialogue with students at the Graduate Center who have sought guidance and assistance from the Teaching and Learning Center (TLC) in the two years since we opened. Hundreds […]

Evolving roles of faculty at an emerging hybrid competency‐based transdisciplinary program

Abstract Background Faculty is inseparable from the design and implementation of competency‐based programs. Yet prior research on competency‐based education (CBE) has mainly focused on program design and implementation, paying less attention to the faculty roles and perception of their involvement. Aims This paper explores faculty perceptions of their own roles relating to the design and […]

Two professors’ experience with competency‐based education

In the autumn of 2015, to extend its leadership in science, technology, engineering, and mathematics (STEM) education and to reach a wider range of lifelong learners, Worcester Polytechnic Institute embarked upon a pilot program to assess the value of a competency‐based education (CBE) pedagogy. The authors converted two graduate‐level Systems Engineering courses to a CBE […]