Now that the majority of higher education faculty have had at least some experience with virtual instruction, returning to a physical campus has caused many academics to ponder how to apply the lessons we learned online to our non-virtual courses. Are there benefits to using a combination of synchronous and asynchronous content and, if so, how do you decide what needs to be done in real-time?
Often, when we review our syllabi, course design, delivery strategies, and degree programs we focus on what’s missing, what doesn’t work. But Carey Borkoski of Johns Hopkins University and Brianne Roos of Loyola University – Maryland propose that using “deficit-free language” allows teachers to see what’s actually happening so they can advocate for change.
Throughout this first season of Wired Ivy, our conversations with faculty and program directors have centered on the role of virtual learning communities and our efforts to encourage students to connect with one another. Well, the academic year has ended so you know what that means–time for teacher evaluations! In Wired Ivy’s first ever panel discussion,Continue reading “#9: Two-Way Street (Alumni Panel)”
Olivia Marcucci offers her perspectives as a newly minted PhD who accepted a full-time faculty position with the Johns Hopkins School of Education’s online Doctor of Education program, where she teaches educational and racial equity.