Many of you reading this article are online teachers and I would like to start by asking two questions: Are you a good online teacher?
Teaching is a dynamic endeavor. As instructors, we are continually looking for ways to grow and improve.
The landscape of higher education has witnessed a significant shift in recent years, with an increasing number of students opting for nontraditional avenues to pursue their academic goals.
In the evolving landscape of online education, post pandemic, it has become increasingly essential to use technology to foster student engagement.
In today’s diverse and rapidly evolving media landscape—spanning traditional television broadcasts, online platforms, and increasingly influenced by artificial intelligence (AI)—the ability to critically evaluate information has become essential.
“What you appreciate appreciates” (Twist, n.d.). One of the practices I have employed in most of my classes during the past several years is “the appreciative close,” which is an offshoot of “the appreciative pause” recommended by Stephen Brookfield (Brookfield, 2015, pp.95-96).
That’s not a new finding, and it’s something most instructors already know, but it’s the size of the difference that’s often underestimated.
Too often, faculty make content coverage the focus of lesson planning. They plan their courses around the topics they need to cover, which usually leads to them motoring through information that their students are supposed to write down and retain
I’m a writing instructor in higher education. I’m also a writing specialist in a support center. I work with students from all disciplines and cultural and linguistic backgrounds where I cover the whole spectrum of writing instruction.
The evolving landscape of diversity, equity, inclusion, and belonging (DEIB) in higher education is reshaping the role of Chief Diversity Officers (CDOs) (El-Amin, 2022b).
