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FaCIT :: Developing & Using Tests6572423/31/2014 7:37:37 PMDeveloping & Using Tests :: Resources Take 5 - 10 Guidelines for Writing & Grading Essay Tests from FaCIT Media on Vimeo Test Anxiety STS_ListItem_850https://www.cmich.edu/office_provost/facit/Pages/Teaching and Instructional Design630https://www.cmich.edu3/31/2014 7:37:37 PMhtmlFalseaspx1616~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_WebPage.js
Teaching-Trends--A-Guide-for-the-Perturbed6509211/26/2014 10:18:11 PM“The purpose of education is to turn tangible resources into back page Figure 3.1: The Fad Test contributing to this alleged storm in the pages below, it might be useful to start by STS_ListItem_DocumentLibraryhttps://www.cmich.edu/colleges/chsbs/conferences/TLC/Documents/Forms/AllItems.aspx304200https://www.cmich.edu1/26/2014 10:18:11 PMpdfFalsepdf1515~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_PDF.js
Teaching and Learning in Active Learning Classrooms6572223/31/2014 1:58:19 PMThe Faculty Center for Innovative Teaching, Central Michigan University PAGE: 1 Contents for Innovative Teaching, Central Michigan University PAGE: 2 What is the Active Learning STS_ListItem_DocumentLibraryhttps://www.cmich.edu/colleges/cst/CEEIRSS/Documents/Forms/AllItems.aspx16160https://www.cmich.edu3/31/2014 1:58:19 PMpdfFalsepdf1515~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_PDF.js
Documenting and Evaluating Teaching Excellence - CMU - Executive Summary - 201301084961131/7/2013 4:04:46 PMand thus provides the basis for FaCIT, 413 Park Library, Mount Pleasant, Michigan Page: 3 substantive, focused conversations and STS_ListItem_DocumentLibraryhttps://www.cmich.edu/office_provost/facit/Documents/Teaching and Instructional Design1230https://www.cmich.edu1/7/2013 4:04:46 PMpdfFalsepdf1515~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_PDF.js
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foe_fullreport4236863/3/2008 12:44:51 PMFoundations of Excellence Final Report 2006-07 Self-Study of the E XTENDING A TRADITION OF FaCIT Co-chair, Faculty Judith O’Dell, Faculty, LIB Co-chair, Transitions Marcie Otteman STS_ListItem_DocumentLibraryhttps://www.cmich.edu/office_provost/AcademicAffairs/FYE/Documents/Forms/AllItems.aspx300https://www.cmich.edu3/3/2008 12:44:51 PMpdfFalsepdf1515~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_PDF.js
guideline-for-developing-the-syllabus49613410/12/2011 2:40:00 PMThe Master Course Syllabus and the text or other instructional materials, using a variety of instructional methods, or designing and using specific elevation procedures in the STS_ListItem_DocumentLibraryhttps://www.cmich.edu/office_provost/facit/Documents/Teaching and Instructional DesignThe Master Course Syllabus and the Class Syllabus;Course Description ;Faculty Information;Your philosophy of education/teaching;Your beliefs about the role of the teacher and the role of the learner;Teaching Assistant Information;Course Prerequisites/Co-requisites;Best Practices in Syllabus Design;A syllabus should contain the answers to students’ most commonly asked questions (e.g., What is the purpose of the course? What are the grading criteria for evaluation? Why does this course matter?) ;The syllabus provides the first insight into who you are and can be used to set the tone for the course. Consider the tone of your syllabus? Is it inviting? Firm? Harsh?;The syllabus should acknowledge all of the course learning objectives, including any additional skills, attitudes or behaviors that you may be trying to teach (e.g., the importance of working collaboratively, solving problems, or thinking critically). ;When posting your syllabus online or in Blackboard, divide the syllabus into sections and add graphics, video, or audio content. ;Course Information;Course Learning Objectives ;The Master Course Syllabus outlines the student learning objectives. Be sure to continually communicate to students how the course objectives align with the class assessments and activities. Also, please note that according to the CMU Code of Student Rights, Responsibilities and Disciplinary Procedures: Student Rights (2.1.8), students have the right to educational programs that meet the objectives of the master syllabus, to teaching consistent with those objectives, and to a learning environment that encourages the students' engagement with their education. ;Recommended Resources ;(The Master Course Syllabus identifies ;significant course materials.) ;Style guides;List of relevant Internet sites0https://www.cmich.edu10/12/2011 2:40:00 PMdocxFalsedocx11~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_Word.js
FaCIT :: Feedback for Learning6572583/31/2014 7:40:29 PMExplore the following resource pages for additional information and methods for giving and Using Rubrics Developing & Using Tests Classroom Assessment Techniques (CATs STS_ListItem_850https://www.cmich.edu/office_provost/facit/Pages/Teaching and Instructional Design2750https://www.cmich.edu3/31/2014 7:40:29 PMhtmlFalseaspx1616~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_WebPage.js
Abridged Teaching Portfolio w Evals49606311/30/2012 7:44:17 PMWithin this abridged version of my portfolio, I have placed a heavy emphasis on my to a clerical error in the office of institutional research; unfortunately, this data was STS_ListItem_DocumentLibraryhttps://www.cmich.edu/office_provost/facit/Documents/Teaching and Instructional Design0https://www.cmich.edu11/30/2012 7:44:17 PMpdfFalsepdf1515~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_PDF.js
Central Michigan University4514752/12/2014 4:17:00 PMSince 2004 the Academic Senate and the Office of Academic Affairs has provided consistent and an evaluation of the General Education Program using both indirect and direct measures STS_ListItem_DocumentLibraryhttps://www.cmich.edu/office_provost/AcademicAffairs/gened/Documents/Forms/AllItems.aspx170The General Education Taskforce was charged with identifying problems within the General Education Program and recommending a course of action. The task force consisted of twenty-two members representing academic, administrative, and student interests. Recommendations resulting from that task force included the following: (1) develop writing intensive courses within the major; (2) revise the governance structure of the General Education Program; (3) conduct a formal assessment of student learning in the General Education Program, and (4) form a General Education Steering Committee to decide how best to change the General Education Program. The last available Assessment Report for the General Education Program details these recommendations. As a result the Academic Senate formed a steering committee to further review the General Education Program.0https://www.cmich.edu2/12/2014 4:17:00 PMdocxFalsedocx11~sitecollection/_catalogs/masterpage/Display Templates/Search/Item_Word.js

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