Discover how changing instruction from using traditional text to adding graphic novel(s) can open communication with different student groups and also develop skills, such as visual literacy, in all students.
Learning outcomes and objectives are the first step in backwards design. As such they hold the primary spot in the course development process. Faculty engaged in course or program development who are ill-equipped to design meaningful and measurable outcomes face the prospect of a poorly designed course and less than meaningful learning experiences for students.
This online seminar addresses ways faculty can provide students with skills to identify and contend with ethical matters in specific disciplines and professions, civic life, and as part of the educational process (including academic integrity and interpersonal interactions). We will also discuss ethical considerations for instructors—particularly those new to the profession—around dilemmas they often encounter, including grading, recommendation letters, and boundaries in interactions with students.
This Magna Online Seminar presents a framework of expert-level teaching practices, all backed by the science of how our brains learn. Adopting three elements of a constructivist teaching approach can help to make learners more active, curious, and engaged, all while reducing your workload as an instructor.
You have the basics of teaching well in hand. Your students are successful. You feel comfortable with your content knowledge and teaching methods. So why would you change anything? This Magna Online Seminar invites you to peek behind the classroom doors and LMS screen of college and university instructors who win national teaching awards to find out what they do that is so different.
For faculty who struggle with engaging content delivery (lecture) How to Improve Academic Lectures with TED Talk Principles: Connect, Convey, Communicate is a Magna Online Seminar that gives specific, practical steps to add enthusiasm and excitement to lectures and presentations.
Students in online courses and degree programs sometimes report that studying online can leave them feeling isolated and unconnected to their instructor and student peers. However, this doesn’t have to be the case. Online instructors can utilize a variety of strategies to build and maintain a sense of community in their online courses and doing so will result in a better course experience for both student and instructor.
Recognizing the importance of general studies courses and the disconnect that online learners often feel the course was designed to simultaneously promote content learning; introduce students to all the professors in the department; foster excitement about the discipline; and help distance students feel more intimately connected to the academic department. An effective department-wide, collaborative course development process requires culture-building surrounding spirit of online education, policy regarding course “ownership”, issues surrounding compensation, and guidance for faculty that lack experience in online teaching and learning.