The purpose of FacultyCare is to provide insightful, informative, and encouraging content in order to further faculty development in the areas of instruction, grading, responsiveness, technology, building relationships, and faith in the learning environment.
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"If you love science, you can connect to almost every single scientist that you ever heard of. You can tweet to them and one of […]
"A lot of the time, kids have this idea in their heads it's just the adults that teach them. Really, it's just that kids can […]
"If we're really interested in innovation in higher education, universities should be thinking about developing incubators, not business incubators like what we have right now, […]
"One could argue that we have long had concerns about new cognitive technologies, especially because they would seem to replace cognitive technologies with which we […]
"I have felt and continue to feel the biggest impact that's going to be had for education and VR (virtual reality), especially with stand-alone VR, […]
"We haven't envisioned higher education as being a place that is for everyone and that the folks that work in higher education are fundamentally driven […]
"Who are we?" "Whose are we?" "Whose mission is it?" "What is our Source?" Dr. Paul Garverick The evening Webz episode includes Dr. Garverick's presentation […]
"This group will take a stand, so you must give them meaningful tasks, something that is really empowering." - Niki Bray Digital2Learn is a weekly […]
“Where is your faith?” he asked his disciples." Luke 8:25 In addition to serving as Chair of the Department of Leadership Studies at Indiana Wesleyan […]
"There are two mindsets in higher ed. You've got this is an ivory tower; this is a place for some people, but not all. Then […]
"Today, the big push is into openness. If we can provide subtle things as instructional designers embedded in our courses, like course reminders that (students) […]
"The number one thing we've found in our surveys is people want freedom to learn. They're interested in learning; they're curious to learn. If we […]
