One of the most robust backward design models developed for higher education is L. Dee Fink’s integrated course design. Fink outlines a streamlined process for designing academic courses, divided into ...

(This is the final post in a four-part series. You can see Part One here; Part Two here and Part Three here.) The new “question-of-the-week” is: How can we use goal-setting with our students? In Part ...

Having good learning goals (also called "learning objectives" or "learning outcomes") is key to taking an evidence-based approach to education. This means faculty members laying out learning goals for ...

In the last 30 years, a series of innovative findings in neuroscience, metacognition, and learning have inexorably changed how we think about educating students. The notions that learning is ...

If you’ve been falling short of some major goal, it might not be your effort or motivation; it could be that you’ve set the wrong kind of goal. There are two types of goals; performance goals and ...

One theory contrasts implicit and explicit motivation. When we are implicitly motivated, we learn because we find the subject fascinating, because we want to achieve mastery of the subject or because ...

There's a strong positive relationship between how much people learn on the job and how much they love their job. Employees who score high on survey questions like "I will have to learn new skills to ...

The department of Ecology and Evolutionary Biology identified two sets of learning goals for the major. One set focuses on science process skills (also referred to as core competencies). These are ...

The new “question-of-the-week” is: How can we use goal-setting with our students? Research, and the practical experience of many educators, suggest that encouraging students to set their own goals can ...