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Seven ways to leverage faculty development for student success

Inside Higher Ed

Image: Maximizing faculty development’s impact on student success and equitable learning requires targeted action. That’s the upshot of a recent report from Every Learner Everywhere, Achieving the Dream and the Online Learning Consortium.

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The end of in-person learning? Setting higher ed’s online goals for 2025

University Business

Strategic planning for online education goals As universities face increasing pressuresrising operational costs, heightened competition and shifting student expectationsonline education presents a promising avenue for scalability and financial sustainability.

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university leaders

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Report: Faculty development courses raise educator and student achievement

University Business

Your faculty may be made up of world-renowned professors, but that doesn’t mean students are grasping the material. Unless those educators are naturally talented, you may want to consider enrolling them in a faculty development course if they are student-facing. One new report proves the efficacy of doing just that.

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Why Data Alone Won’t Improve Retention

Faculty Focus

Creating a Culture of Belonging To truly foster student success, community colleges need to prioritize building a culture of belonging that extends beyond academic achievement. Faculty and staff should be encouraged to engage with students in meaningful ways that extend past classroom interactions. References Pascarella, Ernest T.,

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The Power of Authentic Assessment in the Age of AI

Faculty Focus

In doing so, we should design assessments as an engaging, ongoing process for students, helping them learn and achieve their learning outcomes rather than considering it as a one-shot test or quiz and focusing merely on the score. To this end, developing authentic assessment tasks might be the most effective approach for educators.

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What to know about active learning and college student identities

Inside Higher Ed

Tobin, a teaching and learning consultant and founding member of the University of Wisconsin at Madison’s Center for Teaching, Learning & Mentoring. But active learning can defy students’ expectations of what’s required of them in a college class and push them out of their comfort zones.

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What to know about active learning and college student identities

Inside Higher Ed

Tobin, a teaching and learning consultant and founding member of the University of Wisconsin at Madison’s Center for Teaching, Learning & Mentoring. But active learning can defy students’ expectations of what’s required of them in a college class and push them out of their comfort zones.

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