Talking about cheating is another way to talk about learning. When students cheat, they subvert their own learning. There are many reasons they may choose that path, and working to understand those reasons will help you design a class where cheating is both difficult and unnecessary.
We had a request come to us through Ask IDT, and to accommodate the request, we modified the University Blackboard template.
Kerry Wilks, Associate Dean of the Graduate School, came by the podcast to discuss accommodating the needs of graduate students in 500 and 600 level classes.
Are you working on a syllabus for a 500 or 600 level course at Wichita State? If so, remember to include additional outcomes and assignments for graduate students who are taking your course. This is a required step unless the catalog restricts enrollment in your class to undergraduates only.
Amy Chesser and Wendy Dusenbury from College of Health Professions and the Online Faculty Fellows program talk with Carolyn about the importance of centralizing student questions in an online class.
In early 2016, the Academic Affairs office at Wichita State instituted a new syllabus that requires classes have measurable student learning outcomes that are aligned with course assessments.
I don’t want to get caught up in a blame game or anything, but lately I’ve been wondering about the concept of “fault,” as in “well, they can’t blame us; it’s not our fault!”
The Instructional Technology Council (ITC) conducted a survey about the state of online education in 2014 and published the findings in 2015. What they found is that over the course of the previous ten years, online education exploded in popularity both with students and institutions, although the growth rate slowed over time.
In this episode, Carolyn & Caleb sit down with Kimberly Moore, director of WSU’s Office for Workforce, Professional and Community Education!