Designing a course can be daunting. Do you get an instructional designer involved? Do you incorporate backward design or even a hybrid approach? Is there
Do you have a system or standard process for prepping a course you’ve taught before? Where do you start? Early in my career, “one chapter per week” described my course outline.
We often hear from our colleagues that our students are not resilient, they are difficult, they seem to always have excuses, and often need us to make rather unreasonable adjustments.
One of the persistent challenges in second language acquisition (SLA), especially within the communicative approach, is how to incorporate writing in a way that feels meaningful and beneficial to students.
As educators, we’re always looking for ways to engage students with practical, real-world applications of business concepts.
At the collegiate level, many students who choose a business major are aiming for careers in management within organizations or roles in business analysis,
I recently transitioned to teaching a financial accounting course for first and second semester seniors majoring in finance.
During the spring 2024 semester, we redesigned our courses to pilot a cross-course group project involving a social sciences (SSC) course titled, “Social Justice Movements in the U.S.” (taken primarily by first and second year students as an elective) and a health sciences (HSC) course titled, “Capstone” (taken by fourth year students as a program requirement).
At our university’s inaugural faculty-staff research symposium last fall, the two of us met on a drug history and policy panel, and discovered we were
Let’s embark on an imaginative journey to the year 2100, where the boundaries of humanity extend to Mars. This ambitious undertaking demands technical expertise and
A new academic year is about to begin, and, well, there’s this course-maybe more than one-that you’re not exactly bristling with excitement to reach. What should you do?
