News Category: Issues in Higher Education

"Plus-One" Thinking: A Framework for Inclusive Teaching

June 6, 2019

Next week the Faculty Innovation Center is hosting the Big XII Teaching and Learning Conference, and one of our fabulous keynotes is Thomas J. Tobin. I first had the fortunate opportunity to meet Tom during an Educause course he taught on Universal Design for Learning (UDL).

Since that time, Tom has modeled for me, as he does for countless others, how to effectively and innovatively implement UDL in higher education.

Visiting Scholars in the FIC (Summer 2019)

May 6, 2019

This summer, we are pleased to welcome two visiting scholars who will be working on projects related to recent initiatives in the FIC.

Interview with Adashima Oyo (HASTAC Scholars Director and Big 12 Keynote)

April 26, 2019

This summer, the Faculty Innovation Center is pleased to host the Big 12 Teaching and Learning conference on the campus of UT-Austin.  We recently had the opportunity to interview one of our keynote speakers, Adashima Oyo, on topics related to higher education issues and graduate student professional development.

Supporting Sophomores: Interview with Barbara Tobolowsky (UT-Arlington)

Oct. 5, 2018

How do support sophomore or second-year students and how do we identify areas that need additional support at the institutional level?  The FIC had the opportunity to interview Dr. Barbara Tobolowsky at the University of Texas at Arlington and talk about her book, "Helping Sophomores Succeed."  From 2002-2009, Dr. Tobolowsky was the Associate Director at the National Resource Center for the First-Year Experience and Students in Transition, which is focused on student success into and through higher education.

Redesigning Complex Courses in Pharmacy

Sept. 8, 2017

As part of their curriculum redesign effort, the College of Pharmacy is confronting several 6-hour “monster courses.” Until now, the courses have been chunked by topic and taught by groups of expert faculty--a challenge to coordinate--and students who fail a single unit must retake the entire course. Separating these 6-credit beasts into a series of shorter courses, as short as 3 weeks and worth as little as 1 credit, will allow students to more efficiently receive credit specifically for what they've mastered.