Essentials of Business Law, Second Edition While not written by UAGC faculty, the BUS 311 textbook was developed due to the vision of and key feedback from UAGC faculty. Most legal textbooks are intended for law students and are too long, too detailed, and too high-level for the undergraduate business student. This digital text, originally written by Suzy Rogers of University of Wisconsin River Falls and revised by Gwen Seaquist of Ithaca College, summarizes the basic legal concepts businesspeople need to know to adhere to the law and act ethically in business. The TAA is a professional development and networking organization for textbook and academic authors, and it honors excellence in learning materials.
It hosts these awards annually, and authors and publishers of all sizes are invited to submit titles for consideration. The TAA then evaluates the texts based on pedagogy, content/scholarship, writing, appearance, and design.
2023-2024 UAGC FACULTY EXPERIENCE SURVEY RESULTS Cole McFarren, Associate Director, Academic Technology and Innovation
Each year, the UAGC Faculty Experience Survey informs institutional actions to improve the classroom, build faculty community, and communicate recognition and appreciation of the important work the UAGC faculty body does every day to support UAGC students. Last year’s survey responses impacted changes to faculty compensation, targeting faculty development on learning theory, improving
classroom tools like Signalz, and exploring new platforms. More insight is provided below. The UAGC Academic Experience Office has shared results from this year’s survey with Academic Affairs leadership, UAGC Faculty Council, Faculty Affairs, and other stakeholders to ensure your feedback contributes concretely to the student and faculty experience. Current work related to your feedback includes: • Piloting a refreshed discussion forum format that utilizes Yellowdig, a community-based gamified engagement platform, in a selection of courses starting in February 2024. • To improve the usability of the Signalz tool, which about 50 percent of faculty indicated lower levels of satisfaction with, a refreshed Signalz template library is available to faculty now. • Faculty expressed they would like to see increased interaction with students through live virtual classrooms, and we are excited to share that the Live Learning initiative has been expanded to all General Education courses. • To improve student engagement in courses, we are exploring the use of AI-informed student interventions and recruiting for CHAMPS in partnership with Discourse Analytics.
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