Faculty Focus
NOVEMBER 19, 2024
Within academia, the most common feedback approaches, whether summative or formative, are often guided by criticism because assessment traditionally focuses on what is missing or incorrect. Non-evaluative feedback and mindfulness may help alleviate students’ negative feelings about writing, thus fostering their well-being.
Faculty Focus
MARCH 16, 2025
Reflecting on my years in academia, I find myself increasingly drawn to the challenge of designing the optimal classone that not only engages students but also maximizes student learning. Why do some classes leave an indelible mark on students, while others quickly fade from memory? References McKinney, K. San Francisco: Jossey-Bass.
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Faculty Focus
MARCH 23, 2023
Finally, it was found that it is best to accommodate students within their learning style preferences and capabilities (Hawk & Shah, 2007). Moreover, neurodiversity in academia illustrates the paradoxical rhetoric in uniform instruction. As such, one approach to teaching does not work for all students. Further, Dada et al.
Faculty Focus
MARCH 23, 2023
Finally, it was found that it is best to accommodate students within their learning style preferences and capabilities (Hawk & Shah, 2007). Moreover, neurodiversity in academia illustrates the paradoxical rhetoric in uniform instruction. As such, one approach to teaching does not work for all students. Further, Dada et al.
SRHE
FEBRUARY 13, 2025
The incorporation of corporate governance into academia introduces a set of values and priorities that can restrict the traditional autonomy and academic freedom that define a self-governing profession. Nokkala, T., & Bacevic, J. The institutional dynamics of the European university Springer Netherlands. Tricker, R.
Faculty Focus
NOVEMBER 19, 2024
Within academia, the most common feedback approaches, whether summative or formative, are often guided by criticism because assessment traditionally focuses on what is missing or incorrect. Non-evaluative feedback and mindfulness may help alleviate students’ negative feelings about writing, thus fostering their well-being.
Faculty Focus
MARCH 16, 2025
Reflecting on my years in academia, I find myself increasingly drawn to the challenge of designing the optimal classone that not only engages students but also maximizes student learning. Why do some classes leave an indelible mark on students, while others quickly fade from memory? References McKinney, K. San Francisco: Jossey-Bass.
Expert insights. Personalized for you.
98 
Let's personalize your content